How Teach to a Sunday- Lesson School ^'i MAY By . H. New York Fleming London E. CARMACK Chicago H. Revell AND Toronto Company Edinburgh OF 1 PHiiTc 1911 Copyright, FLEMING New H. York: Chicago: 123 Toronto: 25 London: 21 Edinburgh: 191 1, REVELL by COMPANY Fifth 158 North Wabash Richmond Ave. Street, W. Paternoster 100 Avenue Princes Square Street Harold To Robert.and have We talks and walks had many together^ the not the those on enough these of In memory times good old ivere yon zvalk. to every since morning Sunday Suiiday-school to way being delightful least book little this dedicate I to ^ knowing and ivould that forgive if me in with never you you, failed I join also so, dedication this I do to of member the you the are Home and world call is agreed, the whom three who, Departme7it as we in little best the woman I call Wife and Mother. Your Father. you Preface is another book THIS pedagogy school word is due apology field. this He have and training, through work actual together in in the of with teacher. with number the work those engaged needs of of him, of the knowledge in This, teachers, the 7 service active and institutes feels, he the the Sunday-school, an does by work, far who ventions, con- standing under- Sunday- average Especially in previous Sunday-school. years given his a other trying experience meetings, has of the many organized teachers' school and as many any acquired has long a so without begun, ventures work his as of perhaps author began ject, sub- the on and the teacher, Sunday-school teachers appeared why to as excellent many explanation of Sunday- of work so already have a into As and psychology the to teaching. manuals of principles the apply to attempt he the thize sympa- greater have had Preface 8 psychological no In studying been written found that theory laid by the difficult for of a can each one over from and It has a which the in the preparation lesson plan step with and any is that each explain to therefore, has books which who has such teacher been help which know the them discouragements he knows the joy so of subject, point well, hard who those save tinct dis- written, that travelled difficulties,to the same it lies in the it has To value any the on that himself road. the to wide book a the crossed teacher. illustration, that believes mistakes, them and too simply, other writer difficult the but and book, from view between easily guide so often gap write give to has book average a have it. If this the a and of follow the scientific abundance can as lesson, plainly so the to use thoroughly in that he gap expert, desire his a lesson, perhaps teacher was training. books subject, down of been the this on teaching too of many there as pedagogical or and and skillful and of of and follow from the to the ures fail- help success- Preface ful effort he has which in even be will well The school its has, it shall, object all he through in pronoun and the indebtedness feminine ferring re- noun pro- to from of be the in be apparent. acknowledge the Prof. Charles Recitation," the others to will him especially Method If teacher. received should pupil, preceded wishes " the author masculine the author's have has the the to for book. this for : content. used book, tasted accomplish way, convenience For the small a little this written also has he 9 hands He he help McMurry's book a of who that Sunday- every teacher. H. IVilkinsburg, Pennsylvania. E. C. Contents PART I THE PLANNING I. The Sunday-School II. The Career III. The Citadel IV. Facts V. The CAMPAIGN Teacher's of Lesson a of Aim 13 Truth 17 Will the 29 Truths and First 33 Advance 42 . PART THE VI. ATTACK The II ON IMAGINATION THE Importance of Imagination the . VII. .61 Preparation General . VIII. . Preparation Special 70 .... IX. Presenting . PART CAPTURING X. What Facts Lesson the EMOTIONS Interest ? . XI. Interest in Lesson . Interest in . Facts . XII. . III THE is II "97 . .104 . .125 Truths Lesson 55 89 1 Contents 2 PART LAYING XIII. XIV. IV THE TO SIEGE Induction . . . . . . . . Deduction V SUGGESTIONS FINAL Special Lessons .148 . . XVI. The .132 .138 PART XV. REASON Consciousness OF . God * . 152 I THE SUNDAY-SCHOOL IN order clear asked discharge to of^an'Sm" young it closed A teaching is way. The done of hundred well learned wished of men how to to to the the use their hit, and " ^ eyes on to Judges the keep XX. i6. the the same be must as of of Benjamin, of whom sling. fingers, length, in aim one the Sunday-school this of of pulled way tribe every took haphazard with them, fix of such a She much are such friend and eyes, pretty results lady arm's at deal Contrast chosen her good from out a writer in her gingerly held mind The revolver. a lesson in aim. a weapon trigger. have must well-defined and AIM Sunday-school a teacher playfully once his teach to the well, TEACHER'S These the them pected ex- ceeding. prothose seven knew men so had object they there until 14 the stone mark. Planning the from sling went the Thus by keeping in view, and described and miss." when to effective take accomplish, thus given " : This is good a of the to be of To what the pupil What thing, what be the in the and is to do the the is well as life of the far a more him of the send Christ." pose pur- broad of a ticular par- tween distinguish be- to to result that pupil in- him general teaching to up it is too but has pupil for seeks of the to seeks teacher results they work in the teacher just what build to definition It lesson. their bring to help before Sunday-school Sunday-school much lessons, Sunday-schools. Christ, forth their will have the Christ, IZ'Z-lToi of places we our of purpose been in breadth Sunday-school in mind keep to hair's our their graphically so an preparation teaching The at When they classes, learn propose its to object clearly is throwing " teachers, in the and the skill which as not straight by repeated efforts,they acquired wonderful that Campaign is do, and of to what the ing. teach- do is teaching quite one may another As thing. he the do must The of matter a bring not pupil of his so does teacher by daily and work also be does for Christ. The But before these choices. Word desire there done St. Paul upon the God him to do right him forth be must of love out will His can in for in that must led to the be make is it ? the Thessalonians to which Sb;;Sl" in life of service something What comes Christlike send by pupil writes of is does pupil up the not 15 choice. hourly choices teacher a the towards The and world. If he build grows entered Christ, Christ. free will and not character living. teacher own He Aim fact the to Christ. to Teacher's Sunday-School The of also effectuallyworketh in you that the Word believe." God of ^ in the the " is It mind Point heart and action in the life. plant the is the pupil'swork truth teacher's act, a It is the in the to it into transmute work great that deal upon teach depends 1 of character. is to I Thess. to teacher's mind act leads the upon ii. 13. work pupil. it and the to It thereby while Yet and right the pupil'sto the way in l6 which as the to truth whether to Much the that theory point lodged it shall lesson, pupil will upon it. been told seize is and lodge pupil. Nor abstract an It commit to without is Sunday-school of the simply to pupil, but be the lesson. fact but lay is the to teacher's the truth drive aim We it home in pupils Bible the the Not aim problem. mind in the Not of the will teaching the ceptible per- reach to his to verses lives. the to is may very is before have of any great act simply that How the "telling their teaching. pupil of memory action in it and of upon knowledge mere the having verses influence mind that hundreds memory such in simply imbedded is it sufficient truth upon is mistake. familiar a the again action. is done it, assimilate great a again his it lies as upon This pupil's mind, is necessary thereupon teaching." not the teaching truth and in influence all that the out Campaign is Sunday-school the will the Planning of should every II THE *' CAREER each N "T" I OF of when in is or waves whatever ^ci:'!",""'"^"' of desire, and pass inner our of . always are of of bodies our of distant of They contain of objects permutation the of and ing, feel- stantly con- fields and the and will, in together every around thoughts aversions combination. and and with variety In ... 17 tions sensa- satisfaction conditions, of call constitute concrete experiences desires emotional determinations that These things, feelings dissatisfaction, other and past of (or . complex. memories us, . to etc., that and of fields knowledge, repass, ing go- succession please deliberation, life. always or you them) Teachers," is a often William to stream, states of Prof. "Talks a (and awake consciousness There on. TRUTH says his of kind some when us asleep)," James " LESSON A l8 the Planning mutations successive the the but little margin changed the focus alterations of the this teacher Immediate when multitude the word Saul the way light, and " I am cutest," he 1 of said, Op. cit.,p. 15 fF. brethren, gladly that ^ Damascus to the Nazareth " " What Acts saw of voice When ii. 37, 41. great a Jesus saying, thou whom shall the sermon, they mediate im- of Pentecost, and Men " be baptized." were heard Jesus his and do?" we received on ** out, sklllfully ^ great Day concluded cried shall the On Peter be its fate ? would lesson sciousness, con- lesson the shall What taught action. of j^jg^j ^.^g^j^ ^f ^j^^ ^ stream launches truth. what again, abrupt complex, flowing the the margin and field occur." whole alters alters and focus tents con- remains margin places. Sometimes, change Into the Sometimes stays. of focus while solves dis- gradual, very the sciousness, con- one rearrangements Sometimes rapidly. which often Sometimes occur. fields of our by is of inner all sorts of process another into and Campaign perse- I do. Lord ' Acts ? xxii. 8, " 10. ^ the Planning 20 But better. the mind, truth of the great the consciousness, old ways, the we Since, then, in cannot or does Or recalled ? during the time for? recalled does recur will it be to and his ? will it are which it does, what every lesson teacher taught. experience lesson the how much ? Will at will interesting and it be circumstances come and future will often the ness vividit enter ment? right mo- its effect? be important must It would if it be lesson some from With to never at what him, under truth recall the or thought we may the away how If so, tion ac- consciousuess, pupil spontaneously If the the power mind These will recalled immediate of out it fade If any ? in the along When will life ? of the to follow, what not out before. following week, his in farther cases, drops back go were most hope Queswons we no away, drops sermon and quickly dies impulse and life than Christian thoughts the apparently is ended sermon other the into come the when is over, service Campaign were ask tions ques- ing concern- be an possible lightening en- for The teacher the truth hope cannot mind of use the count on and she study To of the light comes are is into in action is also impulsive. mind action. ^.^^^^ ^^^ enough they of tends some complex. sort. While If But we is the up ing follow- throwing above pounded. pro- Every idea to flow ideas remained would in taking as questions the into ..consciousness skill Before offered watch teacher steps in teaching, the the on Consciousness that and may pupil, and the ing us- such she life of her aid chapters. the laws with follow knowledge study skill in teaching in the truth. considerations some in she assimilation acquire not of these learn can the course however, hearing, may such of find teaching, and results effect of the purpose This lesson a and pupil she 2 1 of career can skill sure acquiring ; she Truth can, the in in her though even She pupil ; truth knowledge the her do. laws those the of it follows which and the questions. to of Lesson a follow mind these to answers the to the in of Career out came long always sult re- ness consciouscannot tell what just be the when know the things inertia of amount intensityin this of along old There may be of the length depend into ideas play in thoughts which in the connection choice to for between made. the ing holdsuch vividness to truth and brought interest the upon a action, will teaching, and may and into the or the upon with it is associated mind, be its gain to ity probabil- of faculties upon out action. mind The lead to number by flow to The such the energy struggling with come over- be nervous coming teaching, awakened to may consciousness and in its mind of ideas. is in sufficient be there certain a by repeated worn of the upon manner the of intensity as emotion of state truth time emotional must which there as there consciousness. centre is may it,we way thought tending other lesson of before mind Again battle-ground the pupil There the in channels focus of general a habit, the the generated by the in inertia. pull strong the comes given a of the mind truth things, and material Campaign its effect. study to us of state lesson some help be the Planning 22 other closeness taught and The in their if they of his mind the through the taught be for return to not out go into lesson the vague put lesson would often how a and action They 23 will pupil world the Sunday. knew have prompt week on teachers the into him Truth that minds Foriowfne Lesson a Sunday-school Most idea of Career surprised out goes time long a to to come. lesson The tenth Peter on of chapter Acts and Cornelius was taught in the in one This Sunday-school recently. about His prayer, for love in rich few days " Do you after be lesson the thought about It is in used or word Sunday that has the your come taught, was a asked : Sunday-school was the any teacher into daily strength. was whether remember you last "No," His and creatures. might this week?" thought you that His fourteen-year-old boy Have lesson of one every to answers guidance, inspiration and bright " His God, thoughts providential working, material life for A is full of great chapter Illustration your answer. single spoke to mind at time any word Campaign past few the during I cannot I have that remember of it since." days This case here that ?" of thought is No, " probably a not exception. an Let it be noted how much of Not a What on he recall can upon review. thcrc is a of the In tion queslesson review the Remem- mental a effort made Review recall to time for the by the mind these the """* does the There which upon truths in many learned truth of number. them of of draws making at any sisted as- But into his come does recall the it may not low, fol- lesson forming his choices. religion may his mother's mind truth his ments judg- all that knee. given Sunday lost. and The after be be in the up knowledge in It not days immediately grows fund a he and not following, pupil is teacher. action prompt pupil L'p^etr he is aids. during the the and his choices, it must though or lesson, there work, of questions without Even the to memory influence of it is not of Question He bers to the Planning 24 mental fundaare not he has The may be son lesone The which with which upon of Career he has he has life. acted and impression, his influence that in it Sunday-school. the effect of many the tal men- would renew past a his without calling distinctlyre- him to recently in doubt such is taught, yet be so though even a new closely connected fund general of with truth al- His Addingto General ready of Fund acQulrcd by and immediately mental from effort,it blends and fund, it. his mind is Thus, lesson to the for of God life, without his truth out with- this general distinguished the pupil some which new would of his its influence aspect add has of the just a conception, upon his last Sabbath, and tle litand daily clearly distinguishing taught in of God. general conception definiteness have not that him, almost with example, give may would the thereafter certain a character this his case and Beyond the The a it has lessons. truth truth, may that with such taught was and given situation,might a action, the Again in his memory refresh simply often so 25 famiHar, assimilated lesson The Truth been long thoroughly become Lesson a tween bethe 26 the Planning that general conception be should the taught of the pupil fund is a of the lesson well power. of While buried are unable and them New trace the and have and the taught they long glow light come back of new association the mind, with which and experience. new may regenerating come power back of intricacies long and we between there. thoughts force the that and ness fresh- new seemed suddenly are en- entirely ever previously former dead once Ideas recall with in childhood and has connection any Thoughts power. been the into the thoughts experiences feelings,and in flash sometimes to probable know follow to It is associations. mental unable mind memory is we largely by are these viously pre- that that mind the lost. works idea no tered we also remembered Memory ideas, those to religioustruth. of that memory teacher in the up It nected arranged, closely con- remarkable very mind. with build to as so a be It is to his is in effort of the constant truth the connect Campaign to ized revital- meaning Lessons with victing con- in manhood. 28 the of the teaching have the the mind But the of of those laws, the expect the she any right the truth and He may Spirit the for of do we the use thoroughly that which Certainly prepared is that pupil's of the taught by He soul skill He no of cuse ex- the on is more taught by trained one deep how this is is well and Holy a the and preparation truth the and But has will follow influence to right nor is indeed where in no her, work soul teacher. the has He the really not influencing know. cannot of that and of them it does The word lack likely to than when ignorance obey aid laws upon preparation Spirit to human the through and this. truth. impressed pupil, she it in the has expect use God's pupil part to Just use the Holy the upon mystery. may of prepare violate that so may not of follow truth, mind life. lack to receive to God or not the to pupil teacher Spirit Holy teacher, either teaching enter the which does lesson, The Spirit will Holy If the of the Campaign lesson. of help mind the it. a the Planning teacher, who is prepared. un- Ill CITADEL THE in BUNYAN that in was a the building for "The Holy its to its was not was Shaddai, In the only the could unless had had five be place original state there gates, forced his famous in if those 29 and intended of And walls the down like within for allowing the iarity peculof or consented. which, delight. own a broken townsmen founder Its there. be so ence refer- was that modious, com- with intention was so its privileges Shaddai no never the town intrude to of the poration cor- that it for which He strangers soul of palace himself. its heaven. built who midst stately under equal us for town its situation advautageous War" and town a for tells "Universe" the Mansoul," " curious, so of delicate and " War Holy " country fair called his WILL THE OF Manhurt Mansoul manner, allowed could it. the Planning 3" These Eargate, Eyegate, were and Nosegate, Mansoul in first It had under Thus the pictures Bunyan "' fhrMTn? the pupil, it the the cities many walls built of out mind as outer one the stone, for how be the by walls when So we of series a fifth,the named of heart of citadel, thirty or after one in second, the other an- at These order the the ory, mem- fourth, the and will. this ramparts, the reason, the picture may third, imagination, are series taken, still the citadel was being, times, the twenty will what some- use central a prob- the a In be the ancient In would years. of by helpful to being sensation, centre its capture reach to sometimes having city, redemption by other. with walls the feelings,the powers laws walled a studying defended were feet thick, and of its of city,there a and figure. within one such and In will same of soul Christ. lem the founder excellent most figure Satan held its world. the of provided, that all the Mouthgate, Thus Feelgate. at was desire. could Campaign last in several because of The Will increasing difficultyin the them arousing it were, to only them arouse too as easy, of teacher the surface outer it does it than imagination It is The reasoning and are will is the will be figure still that seen of of the rampart of which the teacher to reach the will. captured, are the the will is other likely words, powers to the that develop, be must The arouse. truth in in order capture the sensations stirred,the by the swept the brought the each rampart, when it Thus move. ination imag- aroused, and emotions greater are to within the convinced reason the last to is real But the stirred. memory quickened, and are all to there difficult. more emotions are use get the memory difficult hardest covered. disory, mem- To still the powers more it effort to senses. is the that the mental the use largely through imagination Indeed awaken to work to It little children, has greater to mind. of the teacher, especially every the it takes and lie,as senses activity. to It is harder and 31 reaching The action. to the on is easy is of the Citadel truth, then the action. In into of number into use tal men- in the the Planning 32 of learning the the powerful, It will be teacher's lasting noted that above ^^ ^ teach single lesson. teachers try from of them of play, the than truth one home truth not an easy the of subject all a single or as the of teaching not more drive To the agination im- memory, to careful study. The many usually accomplish erly prop- them. in reason further quickly not of a many brought used. It takes in truths so pass all sible impos- great a is num- from it is of sensation, and to our that " truth " evident that that be task. How be action find through planning. singular bring to can feeling the is what less into will lesson word powers plans possible as the They much of the statement another to more impression. number this mental who teacher must do. to the foregoing Yet these into It large a truth one one in the deeper, the used ber. the to in given, was iTssoT^ the lesson, more aim Campaign the will study this will is and be IV FACTS AND BEFORE Bible Bible by facts Bible fact Distinguishing in What truth ? confused ideas questions. they ? Bible In of lesson, truth their they importance. the is the facts kernel. the They were " 33 these portance. im- contains certain to get at the the treat tain cer- truths. studying seem over pass and utmost without to eagerness day-school Sun- many to contains teachers It is vague lesson truths the Many idea. though con- ? answers of are it also study them very the to as Yet facts, and little Bible a is the that have Every the is meant what feared teachers facts pupil, between by between be to the the What is meant nection and we of distinguish And lodge to tween Be- Facts Can mind truths. ? how out the first and Bible a truth must we find can we a TRUTHS this have the truths facts lesson as of as of which the crack the shell the shell Let us the Planning 34 and throw let it aside But the at get us between quickly as truth," is is not such the facts connection see see truth a When a the living spiritthrough we be spiritmay have we through from truth the fact. we can at knowledge here the is study fact does a how not of it of in when truth a a that fact, truth arrive facts of of facts that the what ; and cupies, oc- we apart at any some sort. we arrive of truth. source put to teacher discover the forth in Sunday-school of weakness The teaching. learned fact. a which of a not can- conception never from entirely apart Just of is cannot in hold it embodied the we we disembodied But through As idea conception a a the There body an gotten seeing It is a when once form may form can soul. gained that of which spirit so once tion rela- lesson. say it is embodied until have we the them. between disembodied a we body is the truth of the of truths the thought. idea should fact is fo'?ruths"'^'''' possible and as their true and Rather vital Campaign any not truth mental ing havin the effort to 36 the Planning simple it may or always desk who is I all mind apostle, of that the through individual are includes he has discovers of in certain sees from So animal and like they that he all horses he forms a like though to to the in dividual in- an animal. horses, he each general same other notion other time ticulars. parof an particular horse, any it may him enable wishes at for horse forms resemble one notions. a of another one is not yet, vague whenever all is of that number a particulars while differ they to nation imagi- hand individual child a seen that the or notion After in events presented first time, he the Notions be other the on When General incidents places, senses number a of crucifixion notions. notion general friend Hermon, persons, can of Abraham Mt. of the persons, things the side, of my it is image writing, of things, of mental a am the But complex. Jerusalem, lives " that have Material history A of City the the I sitting by Christ. in very which at Lincoln, of Paul of the be concrete. the Campaign to refer be, is enough use the notion to them as a Facts This class. and general It is impossible of any general individual and Bible The Common are contain Diagram that element large numbers of notion. the which may is one may of common the large represent portion circle and this dia- In notions. cach small ing assist in mak- individual between That Many general notions. triangles within verbs, general notions. such relation gram individual image nouns, include general A mental definitions,rules, laws, proverbs maxims the 37 always abstract. vivid following diagram clear is a notion. cases, texts notion form to adjectives that and Truths of the an angle tri- represent may to all the notions, individual the From in and facts and The each with be they widely find we instances, that when we petitions The or He will in so and infinite wisdom teacher who has studied may find grasp these logic first to general She notions. effort to do of should so for and needs cording ac- us love. and psychology difficult it somewhat ideas and faith our answer His spects, re- ent differ- many our to not others. element, with us may other justifiedin hear nected con- the in common God is ever facts, how- of differ are to of any it present go God instances group may we notion circumstances from this found whom prayer-answering a each in Nevertheless, because instances general of these one entirely different is the form prayer-hearing God. answers lives of others the we such similar from a prayer. general inference)that the draw (or in or known, have we a lives, our and Bible to of for stand answer instances many in the given God's of instance single notion. general the or large triangle might each Thus Campaign the Planning 38 individual make they are at and a termined de- funda- and Facts all in mental Truths 39 and thinking our all to our teaching. In facts of the are lesson Bible the which them lesson. It is the of into of number mental picturing each In the form may the of story " road along desert dim line of the Damascus can mind, which see hills to the which he form mental the memories large in Saul, Saul horse the we himself, that he on which he little group the were to away be formed of with were they stretching city of We who companions a costume riding, of was of oriental of the wore, breviated ab- scenes. picture of of the "LmTcts be conversion mental a most often and may of these one every much scenes, images of that story may of mental in very are number a found remembered short very elements number large be narratives A notions form can A may be to Bible divided we imagcs. Facts individual lesson, all those the of Lesson the of the riding, of the East, of the and of the him, west, before saw images of which were him. his state of haunting Planning 40 of him of suffering whom he prison ; we and doubt that around him though struck *' " the say, "Who reply, this Jesus and enter thee and of verses When we am into what thou is more ? stricken " man the Master's persecutest, it shall Yet do." four in all of short Scripture.' we discover thus study while that to Truths common voice Me city,and the as saying, thou thou comprised a to these 1 the facts of there is them which Acts is another facts ix. 3-6. and Scripture, large a particulartime there is that " and must in Lesson hear of the whom shone ground the waters Lord?" Thou, of form can we persecutest voice sharp light that fall to many why art arise told be great trembling I " the of the to shadows ; by lightning ; Saul, hear him him ; see sound the Saul, but of dragged dark the over hung images and scenes Christians imagination conscience, of as feel in the the among arrested can of Stephen, sorrow had stings mental of death the Campaign the ment ele- belongs and place, element which many others, and Facts is found which times persons, in of God, met him, him his service joy who of grace in for, but It Bible lesson find it forgave life of a of millions one this that only him, wonderful universal is this sinner a ever-increasing is but Paul wonderful into experienced God. we to with number vast was him filled him thus every Paul called gladness. have that Himself sins, and and is the element an a other to study we of It : while revealed which relating As experience who 41 discover we all ages persons grace facts places. Saul the to common the and of conversion of in Truths we by element study a seek to are of the facts. So the lesson, we may elements those and the contrasting while elements which eternal. The time, place and times and are the belong person, persons. the the the truths to facts are universal the truths of truths particular, general, are facts and that say which temporal, places, facts are local those and particular apply to all V THE IN ADVANCE FIRST mind the picturing sensation first need rampart as The one. detain not separate a for It (i) Memory the lie wide open and easily taken, that rather Bible than a long in (3) the from In the acquiring they relate be said the first a of rampart this account individual 42 to is of As pened hap- but only notions. directly in- dinarily or- attacked will the the lesson. teaching, so the land, the be so are which of that rampart (2) directly, : hindrance distant far process Why following this They illustration the truly events to used be actual new reasons teaching. sidered con- teaching several a this be the often the of or through are in in the memory. in undefended. ago, cannot senses may gates help facts lesson long us parts, ram- as capture step process of mentioned was outer or series a as is appear process of the Planning 44 greater the difference mental effort and form to mind the is A idea new a has there one one sense of him idea a close ideas as it kindred. is no in the mind, were, and indifference its ideas with the or is and is quainted ac- knows rassment, embarfinds when the if there it and is other feels at home, place among already there new If and So mind, idea new takes if the and room feel any between a welcomes the the the and feels who them. into he withdraw. person he a If he present room in among feeling of strangeness, with is like people. to the nor relationship connection from gladly welcomed, comes But shrinks embarrassment, one they place readily new The stranger, that if every well, neither his new. mind else in him, he the to impulse person But but entire evcry with him. the full of an strong a is familiar room is he them, compare of presented Illustration more unfamiliar. entering person them, the to notion the and strange between required the welcomes Campaign idea, there it is either its have is treated rejected altogether. a First Advance The is This law of the law of mind mental selects Out the of We learn what number of into and imagination, the have it attends, from it kinship stock the mind the some previously acquired these call the coming which those great with immense the senses only its To psychologists impressions through with which apperception. know. we of the illustration simple a 45 of ideas. others it turns away. But ideas does only not depend the their upon those old subconscious them comparison the old then the ideas time ideas the are time buried new with and It upon in the deep in the effort to bring made. before If, however, actually in the new idea is quickly comparison are is necessary be can largely ideas are consciousness the at those mind, into connection depends where If the of already possessed. r;;s^o:uB.'""also mind. reception ness conscious- the is presented, and easily made. Thus the it will be seen pupil's consciousness that at the the contents beginning of of 46 the Planning lesson the Campaign greatly influence must If, for example, the coming Z'ZtT'"' whether to his prayers answer class with the teacher on the and these how church would pupil filled week, reading, the for a no the class are can and connection receive alien truths and to the it there if the past that other be xii. 3-19. is things with be must his he the some mind before The ideas which driven out of lesson. Acts pupil of the book one experiences " the his consciousness whatever then must of sensation, yesterday's preliminary preparation he with story thousand prison,' But experiences the lesson of the it. newspaper day, the prayers mind the and mind, from upon the game, or have lesson Peter the seize with latest the ball that of God to come teach the to comes to to of ing debat- reallyexpect begin answered, eagerly been were wonderfully were had in his deliverance been subject thoughts to were and had the on he could not or class and prayer, before pupil just to thinking its reception. which do ; facts, have First Advance The relation some it must to 47 be recalled his to mind. first step in the The to doing contained those to of the consciousness his into mind the prepare teaching the first advance how is the is then process pupil by bringing ideas which in the lesson. is are made lated re- In so the upon memory. But the of mind the teacher pupil ? has fore PupT/Mind'^'^ But has as studied not planning her the her she his school his about point Again ? the life,his reading, the Then the contact the taught easier with teacher her teacher in upon his mind. and his home his be life, ions, compan- she what She has fall back his present class. cerning con- he case, more it will knows be- class, he the must The lesson easily added. are recreations, etc. pil pu- ideas some pupil is in if the the to often so lesson of the acquires by studying these of is approach knowledge This others what course coming which suppose, Of studied already it to know to to knows find the knowledge. she should has ready alnot 48 the Planning think has that is done she it taught with Lessons a does. of record her first should lead the the lessons to up I this a brief new one. then the is but there then the is if But fine a as is facts or truths, the if the the incident twentieth for the from of on 2 or teacher Hezekiah objects,she would would to nection con- this one, them, the over sons les- finds one in its For day. taught for happens resembles a year and ample, ex- ago in prayer, Kings, of the close a she Hezekiah's is that prison, the had of lesson between for the one teacher chapter day to, of approach and back go closely related her keep one often so previously taught, until that will preparation little connection may pupil and is last lesson review teacher almost previous If there ? les- the the as taught, any the between that minds planning use one feared skillful teacher in questions she dismiss completely But be, Can be their from sons when lesson teachers as often a It is to once. many Former Campaign the the story of Peter deliverance by recallingthe son les- accomplish sirable de- refresh two the mem- First Advance The of ory the linking in day. Much passages of for the lesson and thus the rendered pil's pu- more because would formed, thus work Scripture together systematic, and and the to of such more be would knowledge easily up by teachers, done be might lead and pupil 49 tional ra- of the be sociations as- easily more recalled. Jesus of makes that law the constant In the Sa- takes the with conversation His teaching considering. now are we in His use Illustration The Samaritan maritau woman, well water He Woman was familiar so great teaching of the as the on minds based of His that when the shore of He audience on could look and see hillside. His the talk Nicodemus, sixth with chapter eighth chapter of of John the familiar It has Lake at to the to to the the of heads the ; able par- audience. reference John, for His The upon sower the she Jesus spoke over a which of life. water suggested parable with starting point is sower in the scenes been the of his ilee, Gal- of work the His on wind bread this in in the light in the parables of the the Planning ^o lost sheep, son. His of rooted the is in sermon admirable an this He spoke. Peter's Acts Sermon, of chapter of example the principle, beginning ^ ^ docs with the ecy and leading of use ^ Illustration is and experiences second the kingdom teaching whom to prodigal the His scenes, people the to of all familiar of the thoughts Acts fact in " in the So reference constant heaven coin, and lost the Campaign familiar it as ^ proph- ii truths great The concerning Jesus address Antioch in of Pisidia of uoTpIT Paul in in the Acts is the His had audience and Him, talk address his about stood given people if Paul were to had Jesus, they him, him probably and their Jews their and minds did not Jesus. of immediately But some of heard never not most began of the to under have would Paul ex- law about not perhaps attention. good Paul begun would of chapter of the use telling by rection. resur- synagogue another apperception. begin the thirteenth of the ample and the to up have of these by calling re- facts of the Planning 52 between likeness Phcenician of of the Capernaum, Transfiguration, but by side how ! God calls Abraham, to and be Moses, noticed the of Mount brought real are their by Samuel, semblances re- in which ways shown striking between reference Isaiah David, those of Peter that between Matthew Jeremiah, notice of Cornelius ; the man the impotent in the experiences of Isaiah in the the fifth in the ninth contrast man noble- rich of eunuch striking man chapter Lord the story of the Ethiopian notice the note perience ex- Baptist the John prophets differences the Bethesda both the young the the for the different prison ; and different ; how and in lessons lesson of the of be may former of How day. Contrasts contrasts facts the and blind the Paul. Sometimes and and are different the the they and might men of Syro- Nain, Jairus, when deep So of foot the at side widow the boy of the experiences woman, nobleman father the Campaign at of chapter and contrasts the John, of that Pool and ; version con- of tween beof the Gospel. First Advance The Sometimes the previously teacher used facts resembling and pick up teach there found a hand truth which has experiences. The by recalling a one, same and then truth is found by teacher proceed facts of may and which of been semble re- a in the where point facts the religious a out human the begin in in different. variety of taught lesson taught great may to the entirely any truth facts the lessons ^^^^ be illustrated pupil teacher facts the Almost that Bible. ^^^^^ Taught'''''''""'''' may from newspapers are in the previous truth to of the to from incidents other the tions persecu- tain particularscon- some watchful the in which those may the lesson. answers contrasts or So magazines On the knowledge in teacher, may lesson. often of deliverances signal the resemblances the contrast- religious experiences other within come the or thosc contain or concerning conversions, tions illustra- which Christians, remarkable of have her by Facts danger, recall may fratl^ns'"""'^^S wlth prayer, 53 son les- previous how of the the lesson for the discovery times many new little in life. teaching new home It is thus enforce repeated again that of the law is fixed knowledge the is and system to aiding running The may thus for distinction used the will resemblances be teacher in and semblances re- by is which ing is exercis- pupil by sisting as- edge, his knowl- orderly an up who keeps mind the of become the stantly con- lessons son compariexpert in differences connecting out teacher purpose soon by let it be pointing build in her over previously taught detecting And arrange to good truth same of the him mind of memory, powers by ences, experithe of association classifyand of truth. and thus in the reasoning him into differences, the and use and facts. an make illustrated facts the in to lights de- repeated elements the concrete pupil would thus deeper of one to fresh and making form widely differing and new which truth clothed aspect new impression, when and a of the a abstract an is driven and of A truth. on mind The deeper meaning. old, familiar truth familiar facts takes concrete in the Campaign the Thus day. fresh with but the Planning 54 which lessons. VI THE IMPORTANCE OF THE carried HAVING and pupil with now ready next rampart it is from of the advance to which and it that this In is attack that it be must of one .'T.-L'Nt.rf;may be and present sensations, of past and sensations or (4) sensations. a 55 are lated re- teacher is imagination. As of the studied be must derive we the first, lesson facts made. which notion that (2) it (i) from combination of of have a nation combi- a memories we was image and derived a it mental a combination As truths the that (3) sensations, the carry single sensation, of and upon formed be can of which individual an is facts the the ory mem- mind lesson, teaching describing the and facts facts the in is lesson the truths, the lesson said familiar of rampart recalling is those to the prepared by he which IMAGINATION of past memories seen Bible The 56 Attack relate facts events to Imagination which happened long time presented directlyto the countries, be the on mind is the notions of have never which of With these such aids in and mental new greater less or use neglected of in have senses, of past memory. with it it to by scription de- constructs a in may a actual the event. the we deem to quote is What subject presented the a to much so that teaching here it necessary from a educators him of : instrument gets is out our the upon says great child few " Dewey John image is imagination leading instruction. given resemble "''^"" mental events the picture which or ing form- In the Sunday-school Dr. facts and part, and in or degree or DewTy subject. in comparisons, place, person The whole image by images upon stored it may as power and to present draws impressions the of such places been sense But imagination. persons, imagination cannot senses. notions power and ago, wonderful most form it may that the another has which a away in far- of simply The of any the The which images it. to I certain it that the the things child indefinitelyfacilitated. I believe time the and and preparation be might attention in training and imagery that of in seeing of the it to he in contact comes Patterson Natural in Way Du Bois which beget before the deed or that ing grow- subjects with which habits of 1 " these action a . memory My worthy . . as Nothing an Pedagogic Creed," right thought the image, setting living a is so sistent per- image, nothing p. 14. : indirect and is The says thosc sccuring ^ " on Training," right feelings mind the experience." among of was and Moral Chief pended ex- of he in his fine book modes picture. in in his Bois Du " Patterson various lessons power continually forming definite,vivid images the to profitably child's a be much given and wdsely proper would now in spent presentation more the making forming instruction of of were was 57 regard towards of images, work with nine-tenths directed present to forms if that learn children Imagination himself he beheve at energy seeing of the Importance The 58 Attack controls so in writes or sermon or even The . the vivid a and of that phrase expressions followed are real no by do function." Mr. Du Hall Bois saying as Stanley that all the of than human is all human any trained, faculties other. lately urged all Some that the and rest if Stanley phi- some Frosc- Tainc, this the most authorities faculty almost be, potent high more about may is would have of and this think to form the of image, no Parrish, of one forms tend like is when There George However thought. imagination dead and this and only call up images, hammer represented Parker, said Words we losophcrs That image. Dr. Again " : in George W. they quotes story longest. through which, because not the mental a teaching words told functioned are speech best, penetrate imaging. was who figure. Fable, educators, Francis attention they well their stick dull a one rhetorical and deepest prince by allegory, at writer . pictures. Many is redeemed parable Imagination ideals. . lives is the on creative were take have well care 6o The times it story in the Good the etc. Wendt work of visible in was in His fact divine a real ; they perfect as power and fact a teacher grasped by of which lies the a abounded ideal of the wonderful easily can and seizing concrete some which that better." skill in mind ciple. prin- actual, of in order God this in allegories in the man Christ's imagination great trations illus- itself is, as concrete, just facts ; of this of it parables involving the the made figurative know is before of group He He image secrets up ing teach- supper, things see themselves holding or to in the the of His incarnation the manhood of One active announcement needed should they whole common the needed Men the and ; in utilizing In last Then metaphor widow's the example.' life. the coat, mill, the ' or tion illustra- stolen exposition by comparison it were, the that own own and picture in visual or ; at an His comparison word Samaritan, Jesus simile vivid observes through Imagination cheek, the grinding women mite, in parables smitten the the on given was as as two Attack at spiritual truth. the be heart VII GENERAL individual AS in facts Bible of knowledge study notions as facts, we and mind. pupil's bring of the the she pupil, make cannot her the the have them that to what see the attack in teacher the can imagination vividly she and She imagination. own pupil lutely abso- rampart the before must before distinctly before vividly is plan this carry But facts it should teacher how see at the through essential lll^ZtT by arrive we truths general individual of grasped are and lesson the or study imagination, the a PREPARATION does not herself. see Here is where fail. lesson this (i) causes: that For the ; failure Teachers important truth Sunday-school many there have thing (2) they have 61 in are been the never ers teachseveral taught lesson made is the any 62 The Attack have they vividly the before in helps in with critical etc. (6) Then, had the and either or just pointed giving this how the to out, considerable son les- the give the cretely con- facts taken up applications, have not of the importance cultivate will we facts study psychology, to of pic- teachers teachers many in (5) largely are be of the facts for pardoned the to space In view it. and importance then, its great of too, opportunity imagination ; homiletical notes, learn to by developing vividly,but thinking lesson imagination use (3) ; Considerable the get constant little assistance and to of than (4)it takcs ; effort habit rather words turcs of Failure imaginations the into gotten in causes their cultivate to attempt Imagination the on of study subject. There making several are of good imagination. a (i) be """' imagStiol' (2) ; (3) which for recall power of store material to power impressions a impressions the ; that elements such to go There to the must past mental furnish may the new past recombine ture picmental such General memories (4) into a when power, vividly and teacher for the and the see and her ; called re- ture pic- new (5) power It will be to well imagination own if any, one, thus are rapidly. study to in which see to distinctly; easily and all this product memories such 63 mental new recombined, and do Preparation of these ments ele- it is weak. It will usually for cause a be found imagination poor material sense be does presented to the colour imagine and born form raised vivid no The peak. raised in of in the realize a the picture of in great country life of reading poetry or the it he who fiction,we A child plains can mountain cannot has vivid who has in the been not can- form extremely dweller man tropics One can which has lofty city cannot finds that yellow. a of to image great life,while lack which blind the ice is like. country the of upon dweller what imagine A senses. is the anything something the principal from of formed resemble not the mental No draw, Material Sense that been tures piclived difficult to city. constantly In draw Attack The 64 familiar upon these, often with form we of scenes our but with past life,and own slightchange, very of the various background the Imagination the on scenes depicted. Even where there which upon be of of Memory that ninety the that senses do make we The deliberate varying quickly pass what did we litde time to Thus lack of A lack through Seldom recall them. to Most recall to to of us us these becomes the memory lives daily our happened effort to pressions im- It is hard last year. is call re- last give ences. experi- weak from use. third of the what or last month, week, of oblivion. into mind effort experiences be sense recalled. never are of the upon It may imagination numbers made are lack recalling past of cent, Immense memory. iu of impressions. per rial mate- imagination because poor practicc sense said of fund a the draw, to may Neglect be may of cause power to image distinctly William James' a poor imagination visualize, that is, to when larger recalled. work see a the Prof. In " on is Psy- General " chology is there which Preparation conducted was by tiie to as people sent Galton of Professor out list of a Professor persons. Galton of tion investiga- an visualizingpower different fn?estitions number of account an 65 to large a as lows fol- table as questions : Picture it looked breakfast yourself your to Now morning. this the answer lowing fol- questions : ? fairlyclear the actual of at sharpest of meat, the than Are had general Galton no mental society he larger number to of real scene? bread colours have natural and been many on scientific In whatever. many the ? that many imagery women of mustard, crust, may and found place moment one the found is the or any whatever quite distinct Professor at the toast, parsley, or table or objects pretty time, definition the all the same Colouring. china, dim image brightness comparable Are the contracted (3) the ? scene defined more men Is its Definition. (2) well Is Illumination. (i) men and boys a and 66 The Attack girlsvv'ho declared mental their and teacher and endeavour herself they habitually saw it this vllua'JrrrpLer weak. is this lack of from case of scientific Professor be and and brought by to the she places met, the to form, It is her for plan scene steadily for close the Then eyes and opening the that may in the as by to it may so the readily the practice teacher her she good a find greatly strengthened of they SUCh of time take UpOU referred visited, the has pos- high degree scenes pictures let this a Let practice. be may much weakness men on she exercise If this is Galton. regained will But simply the doubt many arise how power No SCSSCS. test describe experiment discover to visualizing power could detail. try a tinct, perfectlydis- was They in minute the Imagination that clear. imagery Let that and imagery full the on has to come to look to eyes she persons In seen. the slowly at a see calling re- the has doing pictures first. at picture or and then it in the mind. moments some try childhood, permit may efficiency again the actual a 68 The people have of most Attack the snap it takes picture If there were these see " shot " us the on " a some to how see these which by pictures see as we plates, our poor mental the low al- to exposure on photographic amazed " time way mental With imaginations. form to Imagination plate. could we perfect im- see can would we be shot snap tures pic- are. Power well to to as use the imagination rapidity tice Practicc pictures vividly as new will and and children rule a vivid were vivid reasoning of numbers habit of Thus the from lack Where has powers been they as develop ; general notions, thinking in imagination mind. memories in when tures. pic- they and form becomes no they older grow the large get into the in abstract words, this teachers, imaginations But young. the think They Sunday-school had doubt, strong prac- of facultyof imaginations. Most with come have and ease cultivation wonderful As with weak terms. simply of exercise. the proper neglected use of the it will take imagination considerable General mental effort for to its the out carry but will ergy give be amply and all will her give repaid to in reading, to her by the which delight as in the necessary imagination will foregoing improvement, who I'l^Tnatio?'' 69 Preparation well she as teaching. the teacher time and cultivate this increased will the gestions sug- the manner, ment enjoy- obtain new en- from power it VIII SPECIAL PREPARATION studying IN the biography, where the The should study the complete The writers of sense ; work be stories. Even short stories sense of the in teacher single there for the for lesson is this unity pupil. 70 a how and literary how to end their and very this displayed proper will of by fore there- fine to paragraphs A They begin, to always impression helps literary unity. had and climax, ends. it space, regard how the largely of literary unity. deepening the a the or carefully note disregarded. stories knew to up any these they read where in limitations show should determined ^^^ rarely history and printed verses Bible and context begins story lesson teacher its and lesson of portion a the b)^ regard greatly lesson aid upon in Special Preparation each In be incident found story there or number a The changes teacher should make which scenes lead of the restoring man in the ninth be might blind the in man blind (4) the his home the feelings); (5) at from the the to the of the with Pharisees; Jesus. Let covered scenes life of the blind which him and to of the the a the to utmost the blind the John's Gospel Scene : The i, of coming Pool of (10) certain were may ; and of (2) Jesus pool (histhoughts noted man, the wayside (beforethe neighbours it be in which Siloam ; and (6) the ; (8) ; the (9) the meeting the that meeting each length include the ; seeing"); (7) (not mentioned) discovery the of pool ("came home return may (not mentioned) Jesus) ; (3) journey journey by them. Thus sight follows as beggar of coming of chapter divided of teacher mentioned. story these note it,or to up those between occur scene. mentioned not are which but story the usually of list a Sometimes add will of and Scenes 71 of time these in the experiences deepest importance. of with Yet interest so con- The 72 densed Attack how ** in much blind with the details She must the blind the aid the that at to realize order to story, it will get a in the briefly. place of story, and and thought felt be often Preceding the which in the example in take might with unclean very probable with this from account strange the of the when For in the scene the spiritbefore that with story begins. chapter up events that to up of the second the teacher an study and he affliction community agogue syn- of Mark, life of the the man It is that day. was first seized he either was where superstitiousfears a and back go scenes lead which Events helpful to the for perspective proper study on so of the he how fillin story develops. In driven related stage of this story imagination thus each man joy seeing." into put herself to the came her of words four of enter of are strive try "and would who teacher those ; think are Think two. or " birth of them some in journe}^ return must word a his Imagination that included is must as but from that The narrative is the included the on he of lived those Special Preparation him, about constrained to of Think live in the of think he the after he will throw lesson feelings and of the just before of of the of the leper of the rich woman ; of order and their Every must to they a thoughts, for the the son. les- lican, pub- ; of Mark thief In thoughts, related go in back the ; the on Damascus. as ; Nicodemus the their to study ; of Zaccheus their in the of story the and scene. picture,like mental have appear first their to actions is necessary the ; of day just before chapter way fullyinto where up the brief a ; of second ruler on enter Scripture, it point the the Matthew Samaria young Saul to feelings lead in and him Jesus met before day passage life of of Then persons the liness, lone- despair the light on in acts Think cross leading so tombs. manner. Such Saviour. the met the and synagogue, lives of the of the the the felt suffering, the the between contrast into went amid or life in this his himself fellows, and hopelessness utter spending one his caves misery, the have may from hide to out gone he else or 73 background. every The real ture, pic- teacher Ihe 74 must on the to form a In order Attack next try background. Imagination vivid do to accumulate Background The Bible history Holy Land this, but historic had of with furnished New the such Bible should be pictures,but descriptions teacher can " Sinai ** Historical and Thompson's Holy Land lens of find should they of be to of the those as with The glance a them should long like the Holy Bible," should the Stanley's Adam Book," to be added wherever Books and the study transferred are scenes Geography and is to now study these them. Land for realistic. Palestine," George " question Underwood, satisfied the for such and To memory. help thing especially not the to stereoscopic pictures double are of Photographs Underwood by and events history are The must lands best the best next patiently,until own of out this mental visit the places. in York, teacher " is of the A be these spots the occurred. in abundance. taken her where this as pictures and places teachers, the most at of this, she store a imagcs would picture of Smith's Land," Geikie's not only The 76 Attack vividness the to those story us of the closer study to old the in The world and Saul foot-hills and of city of the place doubt of Gethsemane, to easy Bible as the spot Jerusalem. Many or low try coun- the should to While the of the there. carefully From the there location crucifixion, the etc., yet the hills, valleys, back exact in in Bible scenes located wcre work times. to of plain. buildings. quite place stood under- hill central and will be much the to lives Shephelah city, its walls in the modern streets, was are teacher The it better history Jerusalem its David important most study brings and interesting historic is the It The Philistine most of the Palestine. between lying the their at idea well. Hermon of study a Gerizim, them far better the at snow-capped after and great transfigurationscene scenery Samson, a woman the Ebal istry. min- picture of a lying between will have edge, eastern mountains Well Jacob's with in his mind has hoary two Imagination story of Jesus* Galilean who One the on main this it city as is still of garden features the of re- special Preparation main the interest the enable the with sufficient teacher of tainty cer- picture them to imagination. The who teacher will descriptions of and Picture is a gallery of recalled. find soon in her up pictures which such the Bethel, Samaria, which will vivid pictures which of the lesson the Bible She will and many home the long these her only new land. sweep that a which teaching. book of the the the feels have centuries come over truth there for So her. to for truly wonderful It is of she mind background and love of names her sense scenes, heart that to changes a deepening a in up second in have become reality of grow own will or Lake will be the studying quickly the before will form is she mind own Jordan Valley, of Esdraelon, quickly bring she Capernaum, Jericho, Carmel, Gilboa, Tabor, Galilee, the plain Holy that are Jerusalem, Nazareth, Hebron, the practice recalling wiU storing study pictures places in and them, Gallery thus historic Land A principal places located be can to in and same, 77 will land her that and the the face 78 The of the Attack earth, the even should actual remain If the of much so the original scenery, life,habits, costumes, towns, the on scene is in house should house, a be in palsy a of the lesson small top, covered which lines made a up drawn stairway out side used model the for of a at occurs, furniture, mind. small all Such with the The cost. on A teach to with the took in the hole on paper and stones, with a be these this could model a was of Models interior wall," etc., room fective ef- an This of lessons. of houses should of pasteboard running its walls, windows Dwelling brown box, and on be Mark, a class of houses. chamber " of number class the scene a of indicate taught. was poorer better obtained of the to man cut light were along box, it with lesson be starch empty of model will desired chapter picture here. of the healing second the A house teacher, who the to-day. assistance great Scenes formed. oriental spots, mental a and same in this little country an House Imagination of the social topography, the on yard, courtcan where be the (ifany), doors, brought details before helps to the hold Special Preparation before image the Stapler's teacher the give customs, As such " their the the ideas Life," of how their social funerals, occupations, people mental images of accurate Bible in country essential in in like etc. Palestine know how housetop without all are things number in the that of has As these the lessons Such the for the life in that teacher is may not describing such said who could pray falling off, but " on she the God with !" scenes a to knowledge teacher Peter life of St. Paul synagogue. teacher necessary in the possible of the pictures of blunders that help times. order serious not and Christ," they lived, their way will construction A like Social correct in Palestine accumulate did of its but little through the centuries, books travel scenes books Time life, their life of changed make of feasts, weddings, as home the develop furnishing their houses, of manner the to in Oriental people dressed, the of in "Studies etc., will and reading Palestine " Trumbull's " mind careful A vividness. the 79 in the occur life of Christ in the Jewish preparation teacher should for teaching study the Attack The 8o interior They roofs of chief worshippers the a latticed a lesson looked the like in during it should be the Isaac be and to Beersheba. for the garments With journey, and his his gathered was studying of form in the same at Mark, a vivid it pose Sup- in the twentyof Genesis bid had gone that farewell out filled with wallet in his air, open way. had staff in his up as story of Jacob's Bcthcl at J Jacob Rebecca and incident. in the studied the these chapter is located studied. for synagogue eighth chapter is to the of this synagogue vision Open and In it is the In elders, There women. dramatic that scene a desk endeavour were the benches second the rows end for in the interior of the Where the by One floor. the on scene should teacher picture sat with shape without were gallery for Capernaum the had ; others worshippers At seats them of Some lamp. in law, the reader's for the buildings. supported pillars. the ark these usually rectangular were Synagogue the Imagination of arrangements flat The the on hand, girdle,he and to from food his started SpecialPreparation his on he sunset on of loneliness the valleys and weary meal ; with a stars is broken his of scenes of clamour of him lies his down head kine ; the the ; face the teaching that God dangers, ; its his at herds, the the of had flocks of ; some ories mem- him the : Beersheba, noise ; the and milking meal, the talk and of tales the ; camp father, the face of his his childhood, received Abraham sin ; before camp and grandfather clear eyes, evening he ; the his the scenes to closes of his old with about cry then his lonely the songs of his eats only by laughter, the mother is footsore his cheeks the watering of fan life float past coming the ; he over the breezes he As animal. evening of is sky is shadows he pillow soft air ; the of the dark ; he He evening, his garments a blue silence wild homesick for the him At night. shining brightly through are Syrian the around gathering The of hills,the are stone sleep. the and and stillness the North. the for the rest to stops hilltop; a towards long journey 8l then uncertainties. ; the ; the the the ligious re- stories covenant future, Lonely, its home- 82 The Attack sick and that beautiful of the of God. and house of God. This So wherever the efiort house or should the be made thus in studied the the be be Studied in the persons of the and chin, the that the each act tone that he before of these performs the forehead, of the the is he in the mind. details is harder voice, each while longer the mouth gesture speaking, scene The of dress the expression makes may it becomes face The of the the tures Pic- costumes hair, the the eyes, person brought number fore vividly be- studied. until scene. The imagine. look be it picture to easy to open background, must scene Persons the the determined a bring to the laid, in the seaside, in of oriental The than top, along synagogue, be is of heaven." gate mountain or sense ful dread- other may or a mind. Having persons scene it How none is the lake highway, by field,in is hillside the valley,on it not. This comes Surely Jehovah " I knew place. Then with dream, bringing place is this the Imagination afraid, he falls asleep. nearness in this the on may all greater the the image The 84 the in Attack mind had have at the on the memories the moment that of Memories his the he is what into up crises and do not in the and and life. the his a place him demand would Moses, memories King of of made him. moment any if even to us are cially espe- they should the person realize In such of of in his at that Israel it dawned place, Joshua, David of Israel after his long example, Samuel and The of he and of think welling him him. when that as to come and the to put yourself in to upon to for came moment, would mean lesson a Judges king, try that as ences, experi- past life leading up lesson. memories within at put ourselves we demanded Samuel's life has is great turning points But help elders the individual They the at so if over moment all his past may eighth chapter the where of in in the scene in do lesson run and it will so, of sum consciousness. to apt each son. les- of his past life lie in his subconscious mind rush Hfe may in the given any his past memories These person related At Their Imagination this what farewells Samuel was up ; the anointed trying ordeal 85 SpecialPreparation disciplineunder of God of walk with Elisha of the memories led in night forth those the day next that semane night By dwelling : find we is this in yourself the expected Saviour's Garden these place," which in the ories mem- tion imagina- into these of process ples' disci- of Geth- in coming be to ; the ; our fellowship with his during evening on part of that a of blindness last in the ourselves and sympathy All Jerusalem awful he he Paul's ; days his death to that on Lord memories when prison in room three ories mem- when the ; Peter's memories upper of last rebuilding memories rejected during ; the the at that Jeremiah's ; Jerusalem Hebrews in Damascus that during Jordan Saul's ; himself found fall of aged temple the to the at the providential guidance Elijah's thoughts ; memories of the closer persons. " putting is essential sympathetic understanding of another to man hu- soul. It is not person very persons easy to in this broad complex are form from picture of Personality is sense. thing. formed vivid a Our a a a conceptions of large number of 86 Attack The the on made single impressions But under to the will take study growing vivid in the him picture deeper of mind the in the life and It be may of the of the mbrNe"s:LT t^ is make large teacher who demands has work will be satisfied each lesson as In from taking which it with comes series a up desire any they taken are straight through from this a were done at average does teaching teacher. succeed No in this study scrappy of to week. lessons, the book from of fair Sunday-school. to a vealed re- edge knowl- it is the the upon are a the part on than the gain of this person. Sunday-school that true which ^^^^ in more will assumed ^^^P^^t will find greater a teacher worker It that the patience and she truths is here in teacher the more experience objected Bible a and him, into insight have of per- the suggested, manner her in up and time same happens Sunday-school, who series a the often as son, is about cumstances cir- varying there where lessons personaiity Imagination week should beginning be to single sittingit end. would read If be 87 special Preparation the all its enough to general outline and would teacher in course Where read there the The Necessary and Even all helps of length at give to the teacher to In will end to be found detail it is easy too to and study of the to the details the mind. the mind When long. pass each to the which and teresting in- on them. upon them of the it lesson, the mind from scene ginning be- in this way. of make as pelled com- those realityin scenes helpful be dwell incident the suggested. time teaching unity developing Notes one it to them study to dramatic intended in the in the scenes select her very lessons. may more spend if it is not of tcacher important, more her help manner to are straight through possible all in Selection If the contents. number be not it herself of the individual a are read familiarize Bible the teaching story, it will should times, it would few a in the much teacher often through with The better. the brief they lesson notes come If this is not is apt to it is next. dwell it of before done, upon jotted down, When all of 88 The the Attack details recall them, number of moulded and and single detail. word going the unity a full. or notes will It two Imagination the be will notes the over several with The proportion. in noted, by times, into out a thus are the on details found serve to notes a become perspective proper need help not be usually to recall ten writ- that the IX PRESENTING HAVING vividly and the facts clearly before her own mind, before is how of fo"p'i;pTr'*'" get than it the lesson into the quick are teacher. the the teacher, to the which The the little will almost to what which she er's teachhave be to vividly her 89 about. the to the to bring things imagination. the add unconsciously talks that describe realizes give by given too, for glowing will They appears it will with who reality found, It is easy see details be lesson easier teacher herself will pupil. we suggestions to was imaginations. upon It vividly more it seize to This Children mind. sympathetic and them pupil. the easier own next bring to and the the be will active best imagination the for ready now plan must FACTS gotten teacher step, LESSON THE the sense story many of The 90 There facts Attack several are be may the on of the imagination pupil. For the younger the require it would and treat of one's own, it then story Everybody loves of its doubt ask is to of questions : those which memory ; kinds of and Let imagination. kinds, three questions such pupil which the on and part questions to work, the let she and the effort of an principal ing teach- from expression an which appeal teacher to the these note practice framing her call for the of for no method answer an call those is Sunday-school require which those judgment, in effective. three are older there call for There sentials es- teaching Another which questions story two is often power. to the story, and a imagination. the in method teaching volume Making Even form in itself, art an practice, are success. the pupils the into separate a is to method lesson adequately. and to best the Story telling is story. lesson the children a the before throw of in which ways brought Methods Imagination pupil. may set may draw tion imagina- of the use By the a mind from series of him of the the The 92 select Attack the to Imagination and important most them arrange order, and the on to in interesting the effective most in them express tails, de- the happiest in the tion imagina- manner. developing In of the pupil, diagrams to morc in a than marks and faculty,and greater teaching drew and ease them a with gates southern a small the plan the on large gate square prison of banks rough ; a A ; a square number 1 Acts the city who was Philippi ^ senting repre- 1 1-40. west around and the market-place of this of lines drawn, was south, the side xvi. aginative imwith lines drawn was the work at the into the to it to arrest east, on by river; alongside of of indicate rough seized two a to ing draw- The teacher blackboard the the north enable facility. even or impulse an the story of Paul's upon There translated and pupil used power realize. give be diagram quickly the picture. They a crude are of imagination teaching teachers most often can advantage. great is Diagrams lines lesson the were ; represented drawn to Lesson Presentingthe indicate the gate by the river. On the indicated streets As to the encountered, from the street the where had ; and the to from said were western plan had of without draw, and that is that however almost The take much roughly drawn not as well as main the them have the out been of such require skill it with skillfullydrawn that time a the to stated brought not there then not was farewells advantage it does down ; from it covered could line market-place and story, and them. it does purpose and the ters. mas- girl was the frankly was distinctness diagram a It two chalk a prison church, of magistrates where imaginary, yet was a the to Lydia the to gate. features with of house the or her the the to before square Lydia where there there of to Two girl and taught, corner hearing small a crossing house the from drawn the was east Lydia. slave lesson the this at 93 running of house marks upright was street the represented three one streets, Facts to answers sketch all to make, the carefully details the filled in. Maps should be in constant use to trace I'he Attack 94 journeys and however, it must locate remembered a mere in it is so rather than help journey of Paul Antioch in possibly half led and probably a mountain would scared strong walls streets, and up home. represented must to and by small flat-roofed ' along caused the pupil dots. what the on line journey infested at to These they him map this map the large cities,with with narrow, out crooked public squares, of people moving of the xiii. 13-14. stores a with into swarms Acts that red great that houses, and a range, cities the map Perga by Yet the the gates, in the look show translate down, mislead and A So buildings, with and it may from Mark John meant. teacher Indeed On so help lesson. lonely road, dangers utterly fail journey are and other it will not is indicated high back turn the long. steep, toilsome robbers with inch an through supplemented Barnabas ' Pisidia map that pupil. and a and supplemented the maps, that pictures or understanding unless using symbol be word much In places. it must Maps Imagination be is to the on and the Presenting real, as the walk wonder they the made have We of usefulness ideas correct translate to No pupils to and at the no symbol already pointed relief the the to as who to-day. glanced merely reality. the out cities our theatres, those as uninteresting are are is attempt into of streets maps when human, as 95 and fillingthe temples bazaars, and people Facts Lesson in map ing givof topography a country. We also have pictures give should the Pictures be previously instruments the used be very in class. putting in the the They constant are tures stereoscopicpic- to. With an of two pictures,they effectivelyin in use schools Many referred and which help imagination. the to the of spoken ordinary may sized class. Models and the of oriental temple, of houses, of the synagogue articles oriental be Models of furniture, of tomb, etc., and obtained can an now are very helpful. A very effective method of teaching a les- The 96 son is that and box, Attack of on of Box the the tracing on the sand map. class around make them having Imagination the taking in Sand the sand, relief the then with scenes the sand map aid pictures, stercoscopic the a of the story X WHAT FOUR the will that and produce is the of the some "The Jules (4) ; and in force his " affective the . When when there is force emanates no a ; seeing the is idea," an of the which act ; 97 says Will," from real those which turn we of perience ex- feebleness instigates from profoundly joy the comes Every . sensibility of tion imagina- do power of us actions in with states. All . is else always of convinces ideas. gestion, sug- performed or Education sources call mind that of union its be one "almost Payot to ber num- emotion. executive Payot the actually upon (i) are in imitation, act larger These action either (3) habit the forming (2) Influences influences actions. our picture INTEREST? powerful very of mental IS following of portant im- sensibility. diminished, sensation, 98 Capturing then idea the Emotions the remains cold. inert and will The orders it is is not it receives the be the all volition and effective an if . would we should called that ^j is spring the a the intermittent. though at this The the certain heat the had water of hours begins to so well ' the up most of derful won- mind human the eastern of water spring A the that low stopped day, and Op. cit., p. 54 the comes ff. able remarkits flow is that in is which Pool." water is sometimes pool solidly ^j^^,^f Jcrusalcm ^^^ Virgin's " the On gj^^ peculiarityof is act action, that of the one mysterious Wonderful now idea an together by possesses. A the It is necessary . desired feel is to power and of wave a ' emotion." The them fuse perception a As passion. by weld indestructiblyto with preceded . cold feeling,it and tinged is the out intelligence. power orders accomplished. therefore an carrying . of emotion, we of organ All . of from emotional wants to fond . . . basin it seems of as flowing, but water with denly sudsuch be only with come before it flood a that current, rushes mind the along it may or everything sweeps the whole that it,so it,and of the slight flow a Emotions the Capturing loo is filled with to nerves every part of the body. the When on of rise different many feeling is marked, phases joy, love, fear, anger, : aversion, sorrow, desire, louging, auxiety, pain, pleasure, Interest to rise, or when to take any it the on hence rise of these of name risen the its to interest is in What Without the thinking of in order variety without feel, we to the mind. be tained, sus- in the less un- ages im- emotions would think, some be would for not different in- there natural do ? We pleasure the overcome We the everything. not be to recede, to of time, and would must stream cannot length to kI^T' give we the any life be power as mind. the to would forms, When subject any change presented various begins marked so height, it begins ordinarily,for there is not interest." " it first When etc. has it takes in ertia in- any- is Interest"? What thing, be back for more less or the to have the would every volition interest. We world of none All of the bind for disappear, consciousness for from they A feeling. would colourless When it be without have thought a about it,at a upon and then The poem into my meaning. of which I read it again and mood One and take day our me move on mood and times, beautiful becomes man young indifference with such her. delight ; to-morrow it somehow new It is many love with this which with fails to to upon A in and living. coming moment falls to its rise the anything woman young suddenly read looked loveliness. yesterday to-day I may its in value any takes sccne unexpected an transfigured with looks A going. we fellows capricious. in different in- emotions. our worth very capricious Caprice would we is first called be to of value hardly seems for entirelynegative so attention our power, life be all rooted are be of must would to us would there aesthetic higher feeling. Nothing us, of nature, which ties loi will fit freshness is glad and and the Capturing 102 joyous, the gloomy, and the next Emotions give cannot we and depressed are we for reason any change. which Objects often have to seem one person fails to at- The child, the auothcr. ^ ^ What capricious also. be interests Differing ing feel- awaken to power ' Interests the youth, peculiar interests boy, has his boy wonders own smiles man the from do nothing different The to as in natural the of the from markably re- In interests. another one make we the of differ age and ferent dif- interests Children tastes to these in so feeling however, not, would instances is person interests. growth of is feel Each appear. certain have an response the man, objects. power capricious it the The passing through are differ we in as interests near their in life. childish growth and in of the another. one family same to of stage each man, interests who those same much the at Even boy. the at the of life in the a manner These mind make with born are and which so added the will periences ex- be What hereafter give is explained. here a of It technical investigation, science of mind conclusions do to give which lesson will material and not are interest the of subject teacher will enable to pupils. present on in What her simple select to it in a still the their desire we some chology psy- is agreed yet to the experts it. the and proposed not This concerning is is 103 exposition interest. under to Interest"? way gestions sugthe that XI INTEREST LESSON FACTS interest always IN of OBJECTS is strange is study new Usually be to apt Famiiiarity places, time far-away to belong lesson Their pupils. teacher pupils their knows how knowledge the and the lesson. 104 a seem of out life. of to They and So all every beginning a the to listless interest. easier much simply unfamiliar of lack to come of land. looks at unin- an belong difficulty blank A us many events entirely tirely en- unfamiliarity. world the betray who to its far-off a is which is every-day felt has Bible of with teacher attract because and is beginning. not boolc another to connection do tcrcstiug and the at The persons which interesting. not dry people strange first. The That familiarity. some possess Every it is to class with Here is tudes atti- teach some another application of of law the the mind of law recalling by 105" The apperception. requires interest Facts in Lesson Interest the of preparation familiar facts and truths. On the hand other interest. awaken to the and knowledge We interest. A it. pupil the the bring something to class fresh The the in each lesson. in setting lesson,the seeking the in it. So illustrations light. Interest in vividness an the object depends with which it is goes ; who strive must her to be given lesson facts. gives to is to find show stantly con- ; who the teacher teacher which who may of likelyshe more lose fresh truths groups natural a way and new new never same teacher Old new different the in the osity, Curi- for teacher truths thorough study more new a So it and a same ground same surprises. never with new things. craving tires of soon repeats over born are something experience, is new sary neces- always are familiar about Novelty We learn to eager is novelty some must the very thing some- be ever truth much presented to in on the lo6 Capturing mind. Objects quickly because of of they in will imagination mind. In of the form of the we what of him why interest brings a Crusoe, and have is supremely Let the this fact seen famous a interested of the minds. our illustration usually such ture picother An- concrete as in awakens imagination. this which background more in cause be- and Stories Robinson quality of concrete- vividness. Personality one the children, always with him, because it is picture to delight be good is because the have carry a the to interest quickness we we the upon appear greater and about the to story laid in places that always that reason they feel When read we largely pictures of will interest manner depend ease tale. person, ness like a which presented. are presented we mental with objects reading familiar, are interest arouse vividness the which with vividness that sense In Vividness we the Emotions interesting thing teacher : That interesting to grasp we are the born It is the us. in the world. significance with a of natural, io8 night The action. about is full of us and tragedies had only we Each far thus of one to eyes toils of his ruin. to Life Comedies all about us them. see of interest five elements the in the is found considered in especially Bible the enacted abundance The in which dramatic. the being are the in the down is carried and deed matic dra- studies man caught full of are is full of Shakespeare is character leading own mature of tragedies great that game light de- Boys play. adventure baseball A movement. if of stories in mimic the watch to Emotions the Capturing in Bible, and the the greatest teachings of Jesus. Jesus 7niliar we the things the see the in His cup meal ; we see of straining at the '* platter, the ; we see the servants in it till the of the mother the old an wine door lamp the whole and then ened is leav- family sewing garment into the skin hen 7^- grinding millstones, and the on most In the house the the cloth the and leaven see of use teaching. between the piece father we constant candlestick hiding a makes and the bottles gathering her ; in Lesson Interest under chickens the children their picking swine, the Looking landscape evening the heavens to with with yellow grain before and dale." On who great carried tender the We the end the see of ; the spring among sheep, the row mor- winepress reapers of sky one blade the the over for the other. in autumn, the too, yonder shepherd going lost one over hill ' hand other of the flocked truths 1 bush. and seeking the freshness the pastures, and them the bramble fair weather the with sprinkled in their dogs wind, the red its tower field adorned or sparrows, lightning flashing from the vineyard and sower, the the south promising and of the by the among the cloud see the nests and fig tree we up behind their doves ; the branches and in birds the and seed the up lilies in rivallingSolomon's, stately beauty crows als. funer- the see we streets, and marriages at fields the in 109 in the wings and, her playing Out Facts teaching around in such put Stalker note in " Imago of Him new wonderful the The Jesus. had and Christi," p. never ple peoheard surprising 254. Capturing 1 1o fresh, So ways. these parables never grow them and they stories the us are they have heard after centuries the their in The a derived also the of sense, which we glozu from the facts. make and verb fir7n. word for in each Now boiling, now external old Hebrew in quence conse- a ; was a the noun the to of ways, from now the act each from which from of pressed ex- logical physio- is taken breathing ^ self is throng passion, prop for Anger metaphor from truth word borrowed agine. im- regular meaning The was hardly bone. animated the cept ex- the can to picturesque, and words and word to in Hebrew rapid of jealous the young. no be to or had " large a every-day language way verb the build words things to and objects of concrete All of for old Testament form Jesus language the figurative from again, charm Hebrew even the over parables in their back was to of world. to who even and for was that of the Old The form illustrations peculiarvividness element went unique first uttered. were The Emotions original,so so and old over the companies ac- heat a or noisy ia Lesson Interest breaking", and incnt despair of the is of the Patience short breathing, is Pardon sews from it behind ; all to drawn is from curved is to think The Bible speak." should Snyder, ' in evil from forgets that from decide ideas Semitic idea of of good guages lan- beauty from swerving To or is create is to of the Bible to cut, revealed are experiences oi persons. studied," says Dr. Religious Education," Gardiner, "The throws He stench. to God Job ^ truths be " of of hiding, abstract The manner. mould, in the lives and metaphors In in the splendour, to great fault. symbol line, or primitively of covering, less or straightness, that the of paleness. or signify that more like holding sack, seals it,then a their a the of the figure straight and the over Him in by throng a idea in found have ing melt- loosening is thirst desire sins Other them. the long breathing, impatie?ice a the coating up the the expressed by borrowed of with is stifl. Discoiirage- expressed by are portrayed head, 1 1 1 shivering. heart,y^^r by Pride reins. high from now Facts Bible as " The Henry " English Literature," H. accordp. 113. ing the method to text-book a grown the old world themes his after, strives own narrow the first larger life of and method of from the the on "It this types from the abstract this problem the as is this human, of life in character point men that Pope's the ' is of view, so as its far you Man.' on truths of women makes that and josdes Essay of personal quality, supreme and of his frankly, book, man before problem Bible human the as is from embodying of the The race. mental funda- be looking well as will expressing religious truth is this began who, solve to vitally a street religious who man " tably inevi- and long, they as man span directly of man, redemption to last the and the of ethics righteousness, sin, world destiny, to ologies, the- verse, himself, his place in the uni- about think it that of which systems and fundamental ods meth- It is true and is ical, theolog- abstract out faith, God, " character, conduct, to the ethics. on philosophies, have is not great themes the with deals method This philosophical,not not of religious truth which with in it. presented Emotions the Capturing 1 1 2 a varying study fruitful of of the of it, religious in Lesson Interest value. is the What stands from out its pages, mentioned been have they Moses, of Samuel, of of how such that human the and wrought they did, with himself which made for the life of each" is leave values student had from this to of a far that a by the ethics if the study of to ognize rec- each power in of deposit average be can of the All Bible it must is cern con- personalitiespossessed and ' religiousspirit." Op. cit.,Vol. V, phasize em- morals. or study ideals religious 1 the of the distinctlyreligiousvalue, itself with the on of they which significancethan more of righteousness mind the text-book suggests be of in and what them what to but ; Joseph, discover to not religious of recognize to sure interpret the to power also that of Peter, of Paul, made they thought, be to Jacob, lives, forces truths " Sympathetically the were, of that personalities, Saul, of David, Jesus. meaning of Abraham, of Yes, way it stirringreligious familiar ? by come is gripping thought, and it the Is 113 Bible, what quickening conscience, sentiments? Facts p. 57. controlled by the Capturing 114 the Again book. and Its Bible is narratives the with but dramatic is the great the way little of five These God and simple laws of dramatic the selection and them available she for will learn only not which lesson in to attract will class. her feed select and arity, famili- : be will the nurture of to ing Keepfind will she that not are growing skill which will things those and preparation material. With in kind. man- assistance helps hold and for personality, mind, lesson the in tains con- shown interest in the teacher the love action, constantly things many of into it are we practical great Touchstone thrown God's novelty, vividness, A incidents in action, and redemption of salvation movement the be dramatic revelation The of of of change form. drama full are Many revelation a intensely an thrillingaction. could Emotions attention, but the mind of the pupil. We laws to the proceed of interest to now which presentation consider apply of the more lesson. certain other especially 1 16 thus tion ourselves put and character We the teacher in close so as feel their to them the to depth and which the able we his are share in imagination put herself the of in the persons she in the story makes it in in the pupil. Just bring to may When emotions, force it. by with touch and experience in thus has We feel that moment awakened feeling Bible a ourselves put the passing through the his emotion. may for and place of alongside share further. go the Emotions Capturing to lesson transfer may proportion emotional to appeal her, will she his mind to power the be and heart. In this law must get a see we into touch close of part her the teacher why reason with work to pass . wulTefuT the thoughts, ideals and pupils. into close hold Him Not until the impression the hearts The law herself she fellowship before the that of her of the of with class He ought on feelings, plans, Jesus has Him, that It is Jesus. He to thus can her to gotten she so will make make upon pupils. contagion of feeling applies in Lesson Interest only not objects as Facts but between persons ideas presented and When the feeling will quickly spread the other. w-ith continue to such interspersing lesson, interest the where and dry So subject of truth truth a the we in a lesson When object,it to seen, the person. with a be few a warm when the of some the we the be emotions increase the future pupil. associated a Each in influencing the becomes become may starts truth, of the emotion even it will also capture can that truth choices the likelythat recalled, If and through mind the it is awakened. acts By otherwise original feeling accompanying probability of lesson. teach. afterwards teaching aroused maintained would enters emotion, is be matter difficult to when glow thus to one approached illustrations may it presented, interest through on with from is lesson a good illustration,the a tends When mind. of intCFCst, and is then idea another the brings glow strong a Association between as to idea an 117 with interest permanent person, natural an have as we or inherited Il8 Capturing interests. Very early in and So we his peculiar interests. away in may not teacher depths springs the result and the pupil's former will have an teacher easier is it will be interests Under and for her of the proper has lating re- these the is son, les- to the between lesson new his future intimately more with to the touch pupil, the the sonal per- pupil. conditions self-activity. (Dewey) to upon the thus or of interest the influence acquainted The of one is formed that he unconsciously all experience and facts lesson touch that hidden are others. quick glow bond It is evident life. the be it may a a have to is communicated which teacher which and life person, mind, to the presenting power. through each own them illustrations,may secret all They of his of speak in this experience, comes own the objects and Thus his add to objects new old on go through own of possessing interests. new begin we with ideas fntcTe^s'tr*ideas acquiring life the association through to these the Emotions declared interest One his companies ac- psychologist belief that "the in Lesson Interest emotions the are that true reflex of actions." there is This There I. The of it hinders destroys great work. Not into gotten full disappear and A book recent with chapter of mind does swing "How on feeling. task. in nature and ; if too is Interest beginning of and have body awaken. interest Study" title " a of effort sense to suggestive the doing the and pleasure the and in it. the at the until tainly cer- connection action the pleasure usually present not 19 subject, however, in ease retards the It is is like friction effort and i : following qualifications be must sense is law the to close a action between Self-Activity Facts has a Agony The Beginning." The of beginning the critical moment. The how overcome the to mind, the almost the map, point the teacher's be to where present she the illustration and start the which mind ready picture,the will catch of the pupil is of the effort that first. at be must the diagram, of sense a problem inertia natural friction,the sure is therefore lesson the to is This with is the story or attention working. Capturing 120 There 2. We control of own our others. our in a is the and of making a dam, in Many are The in of use our problems and of task failure in pupil to it the Here be of teaching lessons not are difficult too for the Making grasp. him, attention beyond relax, and interest powers. the to an the his mind flies off things. to play or our apt are both through his to take not beyond finding interest Subject at do Where the and other all is of secret attempt the powers adaptation We that graded, they to be must task mind under of difficulties. lessons. the the things own of doing do to our solving powers. many Hke exercise the There to in construction, and in overcoming 3. freedom We to and wits Emotions enjoy working not way, initiative own be must do work. the these this qualifications, life. Watch and tent, see or playing sand a called boys " manual and girls hard he at building a of ball. game are methods in will work in fort,or Sunday-schools runs ten-year-old boy a how law the introducing " of Junior what teaching. Depart- ment work to put are Facts in Lesson Interest lesson into ouring colthe out note-books "' all make These etc. Interest Of all appeal their in marked is very course in story tell we knows his ideas It is a talk too frequent to lesson The what awakens teacher should aim give to express his everything interest the try by the in it to the pupil and time too to and lesson, he remember that they giving about think or more will take pression ex- the The much though learned, far has audience. in them. teach Even thoughts. she of learned have pupil through get learned not an act interest keen the giving expression very they is speaker of teachers criticism self- sense enjoy We feelingsbefore much. a Every of law. sclf-cxpression ourselves. and to this reference to language. fascination the in but made now sketches, self-expression. is self-activity expression, seif-Expression and lettering with not and writing story Methods 1 pasting making maps, to and cutting out pictures,illustratinghymns, ^^"''^' 12 but and she give to does out will be greater it better, be- the Capturing 122 of cause the he part Emotions has taken in is what taught. other Two difficult more of phases of interest appHcation ourlefveT bccausc interested in connected with our clothes our ourselves. to The have thus picture persons them. We of The old on the clock the books closely : deeply our upon are hearts Especially our own we never are inner grow dear is do ence. experi- the and little other lives our our become of the armchair, with memories that mantelpiece, the into they so there our school-books, associated dear how home meadow, entered have that become how old schoolhouse, in with old wall, the us association with the on of everything things associated upon interested are many well, the path through red and that of the been here each are their reason is because us ing teach- mentioned We own because are of their influence lives. our lesson to be may which and alities personto them us, and engraven ! we life. interested Of weary. that In in the wonderful of play drama his fine essay on without from mud, the heart and for association ideas of peculiar activity, and will up to the of the him a facts him bull's- to the the of opportunity of in the the the lesson feeling of rampart Plains," pupil, enlisting by p. 213. by presented self-expression, response Across be to presentation capture *" a an feeling, own him, to to the her interesting giving awaken to seems of ; ^ interest in at delighted kind some of chamber pathway have naturally by mound dwells he his between leading teacher which contagion the rude a golden some as belt." his and in will he at By it dark as observer, eye be will of but seem may there Emotions the Capturing 124 and the or his for ful skill- facts lead tions. emo- XII IN INTEREST THE make a the in truth the discover become may lives of truth There is will from spring large a are we awaken the of class desire to " Speculative into connections with the the of simple genesis and the play of 125 in try the explain the a pupil. which the known un- mysterious. interest variety, and that interests inquires and It is not of outcome to relations phenomena. passion expect interest to search the now may and fnt^M?*^* interest absorbing We when of that an men. and why lesson known will what to as object an well is It pupil. for truth lesson to illustrations. and question the to now come sidered con- particularly more facts lesson far thus interest relate the We of laws TRUTHS LESSON but things. casual satisfied seeks It for traces J 26 Capturing similarities out law and unity science be may tree, a of mole So a the unseen, how fish to questions, this of lesson adult the the The mysteries. truths. will The illustration abilityof learned A of of child a scientist lesson cannot truth its relation to interesting are ' McMurry, " be to Elements us, its deepest constant the presentation with which hard doctrines interest. is The which is well known. interesting because needs. our of questions answer may life's hardest in of law ask to in the "foreordination," similar this * to interest discuss it is unknown, make of interest law a water." revealed can why ; how the explanation "predestination,"and an ; under answers teacher class summer are its is built ; its about mysterious to child a it stores nest breathe things the to ; where and it leads squirrelclimbs a its detects Even underground It contains appeal how nut a great many Bible. an know burrow a fact In life in winter for and sequences knowledge. ; and can possible Emotions nature. cracks food manner in to eager or winter and classified or the and of General All there Method," our are p. needs times 112. a in Lesson Interest the when interest becomes well NeedB as deepest out to be met. of our to the to give and the us tells how we of has much may be In may When, feel tell to his of study J. B. their with His may sense a point us willingness is aroused hearts, our upon facing Value of God " out to the Pratt quotcs to sent point needs verses the the guilt hard and and lems probBible the ignorance, of wisdom Value " " and where it of ligion," Re- found. Prof. The as They from our us smallest of salvation, and way escape life,we to those weighs its answer conscience of the us of sin. power sin of sense needs. strength,and When in highest our Bible many help. us Bible of of and oppressed are weakness, a the we source to in which way When Bible simplest our 127 painful of the truths The intensity. Truths a various ** Psychology has of a persons on " says : People from the on are on which the he answers questions religion. Commenting he in God," largely list of chapter which he subject of these chiefly swers, an- inter- 128 Capturing ested God in what not of Two-thirds do. Him Father/ ' as Leuba he when describe of my ally fessor Pro- right in the rather is used main than religious consciousness The God is but wants to It would ends. various * can expressions. be to God ' little who Friend,' the * He respondents my seems says, in what is but equivalent and ideals' Emotions the derstood.' un- cares for Him use be take mis- a ... to meat God want for the of that a very sympathizing most people have is Like other an end He can wants. a very These Comfort very . and real to things They in a God very whom . people many friend. sympathizing is to be to are are other things many as a ends. that rule chiefly trouble, hope only not sure means a want exactly lovable, whom and He one is The in Himself, but help a people they them to . want protector, as that friend. friends benefits. kinds: dear, God . reason same relation God's friends. . . the use Most etc. purveyor, to such chieflyutilitarian ends, are for which wishes consciousness religious ends the that suppose one not of for terial ma- three the fu- in Lesson Interest ture, and in assistance Truths striving 129 after eousness." right- ' desires Our as needs, our or may but of Desires they Children do. to The about as perhaps a child. the A lesson longings truth will at Closely desires which become connected with HopcB which son of their of glow in realization the to will interest. Gospel men. The is one When 1 similar children. itself to needs our which also to sires de- our gives at once of hope of the a Op. cit.,p. 263 ff. our possess les- itself to our promise us take on a immortality causes dear and The us. relates and hopes were were of other interest deep these interesting. hopes our sires. de- day-dreams of relates be things many others ; us to ardent and desires and once are recall Some her to of possess, many longings peculiar to will her to are each which have teacher which clustered like There us. things many would and to same objects always are interest the be not may friend of its appeal is taken from what with us, those to the Capturing 130 need, When definite into of the burns hope interest deep chapters immortal Emotions Bible and which in the and truth lesson thosc itself to ideals and crystallize hope plans, purposes Purpose turn we brightest. desire a do ideals, then relates which plans, purposes becomes of great interest. of form This interest interest. Indirect Interest of indirect only a in the good used attendance this form life it is that men becausc thing has or it is win form a the will work of the the amazing will to endure see In the and place that has life. It is shown for prize or a ward, re- class, to make to business toil and a methods regular secure their the a though But like make of interest. the ment accomplish- various the Sunday-school and the direct in- interest the of interest upon All etc. of in in the purpose. head the record, in ariscs pupils way to itself, but influence powerful interest an thing desire a is not It called been has appeal and to daily drudgery interest which XIII INDUCTION have WE consists the of either Bible lesson ; with of to commott notions of They the goal so for many are Genera. are thinking help thought life and guides ; and is number of or groups of all they to in action are a great 132 ; great classify to the of our expressing in readily : to are us us it use to they they daily help our reasons necessary J enable they ; knowledge with which notions, are They use is that notions. General study. of facts lesson large a individual individual the notion the '''''^"'' of notions Individual general the element ^0*^* GeneJaf knowledge individual identified have we all notions. general or notions that seen in furnish our us affairs acquiring of Induction knowledge. new notion) means created of a we kinds, far a classed, of the sublimest We come of into back into journey both of vision apply reasons But in addition the Bible to God has attain fundamental lesson facts, and of the siege to ' A crease in- ^ These notions. in aiding bringing lodging human for them teacher Pluralistic the to giving which light the lie imbedded which in the firmly in is laying him that Universe," of in the development In pupil, the " our an general purpose his will, and James, of chief it. truths mind and the created with especial value an of character soul from these, the general truths to have of one prerogatives. power." all classes to the less. end- is concrete and it. practicallythis abstractions these by are concepts the as of treated human our soon as advantages the abstract framing handling parts be can theoreticallyand Both power efficient various thing a been have all to more the its class, and of thing, and experience begins classed have for once of 33 (general concept particularkind seem bit of given Once law in Each " a things as 1 p. 217. the direct which Laying Siege 1^4 be will the of Having in her the gotten is truth. ready suggested a in the of upon them for when she has What is there place? What eternal element of number will have needs the to other the them the lesson in a is just as lesson ? true When appear, the selection from class, and having in facts next : took events is best taught out question which one the class, the up a will be general, universal, thus that of that this make to truths When to truths taking them, in the these the is to of time, and length when was lesson meditated has herself asked ordi- will stand teacher sufficient a al- time there that truths the the to lessons the have will have in this lesson it as in select to that truth the these when facts to-day of many number him thoroughly We teacher the all that In ready lesson narily one teach. facts lesson teacher the mind, be to of his character. TesSrut; will Reason assistance greatest formation the the to step been is the generalization. teacher among suited to reference lessons. previous have a presented summing This may of be Induction in several done for the It is often ways. teacher to the state which IZTt':!' she the from tend wandering This the through actuallystated thus of teaching be wise in truth in the have to his it to stating ought not truth no the pointed teacher, and in truth of with if the it will often the lesson of him to in discovering lesson the the If the pupil lesson is fundamental some view, the could during which deprived. is pupil will ligious re- usually difficultyin stating it. When and others be to skillfullytaught have self the all should pleasure a will truth it appears is keep to she state as There teaching. the Again words own the in mind time pupil at afield,and that so any the for one's and mind lesson. the help not, the teacher it at state necessary will Whether or clearly in it have teach to thought lesson. truth of far too plan general aims main the keep to wise a commencement lesson. her 135 stated it central out by should in some truth the is thus pupil then verse or be of discovered stated by summed Scripture. the up This 136 Laying Siege almost can full of be always which texts Reason done. The thus sum sublime it will different the truth is the the suits in the is the of lesson teaching. frequently reviewed in time and acquire that so future different large a they lessons may which Text, if it not she wishes for Bible that so number not press ex- bring on the up should pupil of such may texts, recalled the teach may to drills verses the care to sum readily be selected. has thus of words. it does Bible These times Some- express may will which tial essen- number teacher place Scripture the Golden teacher and beautiful a Text, because verses be the particulartruth This out. use which the the Golden the use for which Often, however, to is concise a religion. slightly place truth of of all verses same This well be in language truths Bible in up and manner sJiptlre the to in same truths. The method is called the facts and those facts. the of study inductive drawing It is the here advocated method of method : the is what study from inferences which of has led Induction to wonderful such has which discoveries done by of classes facts endeavours clause to from of a see single Scripture. modern its The in use instead where, discover to in how verse, very or studying- the even verse re- day-school Sun- teacher truths many proform many of truth, one first was Bacon. is of progress it in Lord method this the since world and science in for mulgated induction drawn much so the the 137 can a be single XIV DEDUCTION laying IN task lesson of the only When first have we When examples learn as how to lesson and may may reasoning called proceed " used in in from Deduction." The daily to a of problems of the This may a ble Bi- truth lesson life. 138 number new how to in rule a they show In again. that the of a reason teacher mind generals of to class a the to facts process. cases order out the ing drawof group pupils rule the lodged knowledge when it to has proceed drawn has next be So teacher's reasoning the out apply presented a taught gives arise. they from the has work to mind. individual to she arithmetic, his next teacher a in we back it she acquired notion, general from truth step the reason when in truth general a the to finished is not the is siege pupil, she truth the process particulars Sunday-school teach- of is 1 Laying Siege to 40 by statement his to always being which will surely they him. be Again the tiresome which when have we love this or lose at On omit a and to do not to and the draws good, that that tion itera- ought we ought we ought we injunctions are to fall be and way, tiresome be or only can vague with mother, and will lines of conduct The told that, the effect stating it. teacher follow teacher, force, its quite likelybe guilty general been father their ears will lesson good a invariably should ought we obedient be to in out that the who pupil or which reward moral repetition. the pointed when by lesson good, have got, if they will only be- own teacher of moral to its the little boy not are own that bad lovely Often weakened a they the boy impressed only of win little like if told the may their upon overtook theirs be can good story a insult an little children Even without fate has being of awful the as bearing conduct that Reason teacher the intelligence. the see the to to do apt to unheeding on last. the other the hand it would application of the be a mistake lesson alto- Deduction There gether. in the are 14 injunctions to many Bible. the In the of injunctions connection It is in the of apprehension follow do to on passes the conduct the moral and be left to Her will or the her to she may right time to life of the pupil. him the and them the when to a rule the speak it may lesson which is be The the be when said taught, that and teacher. needs word of exhortation influence on her keep the the understands she the to just at come for to of the is best between fellowship it be to what may better will and a of great closer easier judge such it must of the tact speak warning omit life and help of to we time proper time and the Often repetitionsof the of Paul But truth. the the should which The wisdom knowledge pupil do. the by that truth tiresome any to injunctions point of close. always conduct the urge The aroused great a knowledge find not is emotion of glow by conduct. to them between religious followed always are duct con- Epistles of Paul, statements ^ruths EntVreiy'""'""'' 1 more to know silent. As skillfully deeper the im- 1 it makes, pression for tiie Reason Laying Siege to 42 the making Especially should the for the Christ teacher and pupil study how to his duty most question of point to the prayerfully when Decision will be there application. and earnestly less need the out the take to great step of public confession of faith Christ. in believe who lesson. doubted. pointed vv^isdom be done of this must be It is subject of losing out and and not with does tactful do opportunity an the lesson There make to is the a press by and put how some it into above danger the arises home duty the the subject person the life and him. action, and may which is dangers and used of out upon concrete has take teacher mentioned, giving come does lesson to is moral, naturally his of she when by teacher the pointing power application t?a"oTs'"*"" above seriously effectiveness its in which way in every frequently,it will which not of in it too all the greater the to When frequent repetition. cautious teachers some are this should that The There that is tions illustrathe truth thus by Deduction the than to of power by is meant words from Charles in rise " to fireman a burning building We actor. as moral praise deed the leaves the study right of is judgment a child a Moral life or experience in the moral action things that books drawn can . person from persons we from the read. life give meaning each But and ing feelTo . . . illustrating as highest form ideas spring either in real . with a tion disposi- honesty quality,the is, in . of bad. persons instruction. out this stronger. of a disposition in or with child conduct actions of good given the act society give condemn or tions rela- The rescues Mceral Gen- "The in shows " school of other ? How morals. when as each to wise A. Elements " Method": of persons ample Ex- " these leading pubhc our Murry, McMurry saying, well ponder educators, Dr. Professor them. upon precept." of one act the by than teacher the and judgments is better Let rather example, exhortation, leading the pupil direct is what This and imitation moral form 143 Examples are to the moral of only pre- Laying Siege 144 If cepts. horse, get we ' Beauty basis whose feelings and personal contact, fiction or Some origin. or or of impressions with faith abstract in morals it is to and have form, sum the up certain teaching of est keenTo to or knowledge, dren chil- in examples, things truths be The of a sonal per- which attempt to failure a put In interested action. gin be- children. abstractions to tory hishave your qualities. forms important as from you misunderstand colour, them present almost moral individual with personality you overwhelmingly are crete con- in close are character some moral in other as a companion strongly attracted, gives been for sympathy you of Black ' always actions whose by of story have ideas Moral animals. impression lifetime a his beating man the reading acquire we Reason ineffaceable an By harshness. harsh a see we the to to subject and children is pedagogically considered. " A litde reflection only demanding moral lessons education, ; choice will object lessons extensive, that show in the we are field of systematic object experiences, and episodes Deduction life,simple, clear, painted in human from colours shown as beyond come in that first gave Luther is represented ; out great form of Adam because sermons, leads judgment teaches folly of the us force. overwhelming of their upon sympathies Uncle doing. was a kindles Tom, The love for heroic best myths, ever in with dreamed story, Wendell Schiller's deeds Lear awakens Stowe's than Tell, in William our in Mrs. preacher stronger Phillips. judgments moralist best the King acts. rash more us of moral Evangeline no as in the realism vividness unequalled to than the career; impress individual the to brings his in permanently and powerfully our Romola and honestly truths homely we deeds tonic moral interesting episodes Bede them of variety merits of Franklin autobiography the reader a powerful a till tin life of Mar- The its faults and with must we personal them. rise to ural nat- vices, definitions the with contact and virtues impulses, and words 45 history and best our better with sympathize travel by appreciate To literature. to 1 into play, siasm. enthu- histories, biogra- 146 novels phies, of sources us into and moral In the in the we are in flesh the get of act on the soldier words, No one down who to that Thy can of the refuse that fell among the wounded his approval of the and was thieves than ? ' the mine.' for this act. who went the Samaritan the neighbour ' dying thieves, and Jesus put way, that with man fell among Levite thirst, sire great de- water is greater story critic, Who it produces. a with cup him necessity the priest, passed His the see of water cup a favour. fell upon glance Jericho and to a of act suffering with for handed telling the After then * his idealized. glow Philip Sidney, hand clothed must we feel the and masters and of kindness and moral the interest lead men our yet but our Sir his and name, viewed who Sidney ; a kindness brought, was real impress out stir up ideas battle-field reached of those of moral wins When they of the blood, which person richest presentations is not Generosity an deeds presence and because presence whose natures. the are stimulus immediate the Reason dramas and women To the Laying Siege to And the question to him answer XV SPECIAL method THE this of book which the lessons or an taken. the inserted element of in fact, but lose or in the of sight general linking facts such which of abstract make the of pupil. 148 duct. con- somewhat a been chapters. But even teacher must the appeal not abstract teaching truths their to has the nor of general which difficulty of truths, for large so consist that foregoing the contain call son les- a Psalms the injunctions or lessons then from which from such and not will lessons treatment teaching do from Sunday-school of series to biographical Scripture, now of truth Such outlined the which statements different of But in Epistles, the majority great are is narratives in especially more from taken historical outHned teaching applies lessons and LESSONS importance with to of concrete the nation imagi- SpecialLessons the In of teaching a Epistles, such Paul's t^KpZcs"" of the teacher of study Rome the at and also mental their place their of of their be able life. With produce to complete picture citizen the in imagine can which herself the in members would and place imagine feel when a She things in the different life ; of their and of in leading she a first read. a She the imagine Epistle, and church- think she Apostle many at put can herself the She which the eagerness of Roman service of those one will and this time. holding a members, study city at personal application form Rome at letter from can written, may dress, the of city of fairly accurate a church Epistle is announced. a the in the the She some of great the in difficulties and number Lesson, Epistle was ; the 8-14 International Church meeting occupations, Christian church a a material concrete the special temptations a the life of Paul. picture used of one xiii. Temperance a this time in the in as life of the been times find may Romans has series from passage as which 149 was making helpful of the ways Final l^O in which as might of the herself put time he down his which which he had friends and amid thus she of wonderful So in study twenty-third, or the of concrete Let the out teacher of a teacher back spirit very of Psalm thirty-second,or into that may the as the its of concrete they were the fifty- put hertime under put back which realize day every- fervour. and personalities and experience their thing some- something such written, and were write the circumstances they of but surroundings, into catch first,the fhe^islta^'"self distant tion, sympathetic imagina- the spiritualglow the ter, let- of his intimate to in them heathen and far number a put herself may to the at the seen, anxiety help their Epistle the never his through dictate the in from ; and would that life heard try may Apostle to had junctions in- picture his sitting letter, to he she of the interest first practice the Or amanuensis eager church place the his with into put in the Rome, Apostle. in the wrote in dweller a she century, Suggestions and which them the life and written. all literature is an Lessons Special of expression experience felt been that these writers and then, pressed against these facts looked back upon which memory past, and they and in their must with of when before God. hearts be we studied under a back of into shepherd, the its a these light of and providential of thus guage lanfrom the the Psalm life or sympathy and meaning, wonderful piece becomes David's his periences ex- ings feel- the and full the to and Psalm Twenty-third the glow sublime person What in they feelings arising understand the writing and enter can to them by beautiful its message. as life give expression put it, and grasp to therefore years give interpret to The lives the through and and experience, down experience. Poem, long imagination thought human their for sat in the after human them their revealed they of in first lived, perhaps and stirred it is rooted life, that suffered, and had ; 151 ence experi- subsequent guardianship of XVI is THIS not Yet view in It and the objective should will be may those God. The The stories characters Bible and are to a incidents told 152 direct in to one do fluence in- have such those (i) with to re- our and do (2) with book. human very Bible the another, related with which truths classes: which is something pupil. two lations being Sunday-school found have this as most the are which IfTruthr" of Will the to first the through that and into divided be will which truths The the all as greatest the upon of said the have of fitting seems here all in to teach. to forth or how on what insistence point it teaching, book a set Citadel religion on on aim the the upon is not the of and chapter, book of treatise a theology. teach GOD OF CONSCIOUSNESS THE of its many simplicity, The art, and vividness, unconscious that is to " of the purpose give God's to and the find here meant the lesson that drawn facts. But will permit seek to make His work her will in and clear is held God, teacher so, that each the the actor the of the should character the and characters no pupil to the is shown person which the reveal Bible he lesson the lesson teacher facts which in of fairly out God relationship Every clearly vivid, showing it that to put into inferences such facts cordance ac- It is not personality,His and before is to it does arise through seeing up but to Him. God. Only selectingthose best, and fore There- concerning do God's acter, char- seeks the to world. the use that whenever His if she the as of It is purpose, logically teach. be purpose in own truth the Bible best something should and in the in it the not and purpose its ture, na- of God. expression 53 of human study Its chief revelation will to this is not the teacher with to Bible. a us Word," plan But equal. no 1 truth for the text-book a as life it has main of God Consciousness at cidents, inGod character exclusion with ence refer- occupies should of to be Final 154 subordinate of the bring into vital will of Thus God, of God shall be and richness But in a mirror glory even Here again from of such of almost to an remembers be the not persons, and rich be " the personality." time when he formed transto motor The that the own life emanating truths about mental tures pic- mental Influence characters. as glory her vivid : Spirit." those persons, to says are note but defined imaged the persons, their he from upon been f^om be in the third Lord, Lord influences have Personal^/ the teacher the depth, may when image the let powerful most in face, beholding of same in deepest he speaks unveiled and conception that so Paul glory the as and his Corinthians the into and ; of whom all with we that pupil of God constantly growing of Second chapter revelation ; so power of those one him upon seek heart mind, its fullest make will will of the the the that so in the drama teacher and with shall impression the heart mind, contact Bible the " the chief character to redemption. to Suggestions ceptions con- might response writer well first left home Final 156 of which knowledge spiritual insight the that it is not that is advocated in the and the The imagination make His concrete strive then of God of one ^^^ Conscious- which miud, frequently, and his subconscious his actions. or God so in the lie pupil's into spring** We when he in wish to be will the frequently recalled, thought as He Saviour, helper is in and a that to way make says so of thought not only near God him to or and will become ever-present friend, sharing with at his prayers, conscience, reality,an life,sympathizing upon influence the present sting is in trouble, but work even he when feels he will mind which one of his consciousness centre which intervals, as when make to '^ the rare pupil. which of will to character the nessofGod of appeal those surface work at teachers as these tant impor- the to that as God their "^^'* Pupil's reveal in it clear in this book. by thought cuitivatin made facts real and much hoped which to are have which and purpose We It is of such study those world help not growth. or the are and heart does chapters preceding facts Suggestions nermost in his in- him in his grieving sorrow, We association of him reminded are ideas from which have which come been number oftener the of consciousness the teacher and the the better Let the the consciousness of the make closer will thought of can thought of she with teacher of recall God has ?"^rnVsl?;God"given she were from the has the the pupil, knit up in making influence the on that his life. of growth own studied His herself to found Him to real more to into daily life,the in her margin Hence his succeed dominating the to him of form brought appear help mind, centre pupil, the can God is the those the in the God to are thereby him she she it mind associations. thought the Those lie nearest which and of subconscious mind. plainly law passage frequently in most consciousness, largest the which most out it is the the subconscious the failures, happiness. the conscious ideas 157 and that again governs to of in his which Association surface sins his over rejoicing with and of God Consciousness The the the mind. As Word and His service. coming centre of as her 1 Final 58 consciousness. many He one with and most longer a has intimate but it,so that rather at certain small An the or playing. and will you patter of feet up ; is there is found, he and From " says, his a the of Him is flash into puts I busy known just came earliest his sciousness. con- writer should would you mind is was tirely en- upon the toy he is with whom he for in to and give the the along around arm one is little while, a his toy ; there mother, years, her the play, that near If you steps and his so to at drop call to to comes other him him see no about that watch is is companion But ; He she fixed using closest from him think is absent of his mother. Illustration He seldom boy see she the occasions, He son per- whom into come moment fond unusually is thought any with relationship; rare when the matters, on among chief companionship who, even one the one far-off she whom mind, become longer no longer no has vague, one it may is He is occupies A He persons, ; Suggestions when her you a is a way hallshe neck, hug." dominant The fact of that she is and when and hardly he is busiest, the her. This we could the minds would occurs of and When inner the our pupils mean in becomes and allow other possession Him so Again of we learn hug So God and if into what comfort, in dominating that afraid are because to in and come that minds, Him obey dis- forget Him, we to life. of think we in the sin we take against often. God when love strong. and extent, the thoughts our of of centre day. a is pected unex- enthroned wc is of her go upon When It the that to influence Him. thought, lives ! will often, the So most must help becomes Obedience into thought thus life,His the times in their joy God he his thought at many only get it not power and been his mother. it flashes consciousness, 159 has from absent ever moments his of care surface, that the near so consciousness boy's love presence, of God Consciousness for Him It is another to love enthroned is those in deep and will grow law of our things sciousness, con- minds and that persons Final l6o that oftenest are referred Suggestions there. present to love our often the things inanimate with association and strong show together with those since are His friend, we is is His be can often present will learn The thought influence in of the At the and us sister, love to be loved, and and His love if the thought of minds love Him. was the utterance our of Christ. twelve, His of of dominating teachings age earthly shows first Him uod in conscious, loving relationship to must husband of any the in life and recorded ^.^T'^G?/"'""' ot to that God The closely associated, those to more home. bind kindness sure even much it is for are greater than pupils,they ness which worthy so so love to child, brother we care, much so Him God minds How natural whom since and how are of their intimate in the ties and wife, parent and because persons tender there our learn we lives. our this is of the true that ready al- It is because objects before brought have of home. the Love We be about My God, Father's " Wist business?" and ye dient obenot The I The of Gospel study a John that absent from are does His He his and one, of that men only living and true Thou down from heaven taught ; for this this He rules conscious, God to until the earth the end So the as shall bring He will of the and God it is in face, waters Jesus and ; for this He into relationship reign to shall the shall God, cover sea, until have livered dethe even all in all. Christ that It is His the came race Lord to be of God. studying cross continue He kingdom shall the cover when He ; for is Christ lived human the This " He dead the Him; Thee, obedient and come up full revelation His this on in out this this died ters chap- Jesus For the few about and ; for knowledge the Father, loving for ; : to Father know God He the else. should from arose lives and talk to sent." hast never come hardly anything life eternal whom God of and was in those times loved He and be to Jesus, God He thought speech. talked mind. seventy the of thought said of consciousness the i6i be ahnost might the ot shows of God Consciousness have the by looking into we life, following in l62 Final His that giving and footsteps, service, Suggestions into come we with Jesus Christ the of Revelation f j To up for bring in Christ, Christ." the His to fellowship so it is the Sundav-school as J God Stated ** closest And God. lives our in pupil the and to to send the Christ, him first to forth chapter build to him work :
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